^nnbbatik 



Robert Perry Shepherd 
Marion Stevenson 




REVISED EDITION 



FIRST STANDARD COURSE 




Pass I SV I5 3 _^ 

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COPYRIGHT DEPOSIT. 



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THE 

TEACHER -TRAINING 



HANDBOOK 



REVISED. 



FIRST STANDARD 
TEACHER -TRAINING COURSE 



Robert Perry Shepherd 
Marion Stevenson 



ST. LOUIS. MO. 

CHRISTIAN PUBLISHING COMPANY, 

1910. 



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CCI.A2T8381 



NOTE 

A glance at the Table of Contents will reveal an unusual 
order of arrangement of the material for a Teacher-Training 
book. The plan has been deliberately adopted for reasons 
carefully explained in the Introduction. The authors believe 
the aj-rangement is a logical one, therefore desirable and 
much more valuable than the accustomed order. 

Among the many things that concern Bible school work, 
the school in the visible aspect of its organization is the 
first thing that attracts attention. The next thing noticed 
is the assembly of pupils of various ages. Attention is then 
called to the teacher, and last of all to the material to be 
taught, the lessons from the Word of God. 

Consequently the lessons have been arranged first of all 
to acquaint the students of this book with the nature of the 
organization; second, the nature of the pupils; third, the 
nature of the work of the teacher; and fourth, the nature 
of the material to be taught. 

The arrangement of the book in parts offers the oppor- 
tunity, if desired, of taking the Bible lessons first, after the 
usual order of the arrangement of teacher-training books 

For convenience of reference, the number following the 
•'Review Question" refers throughout the book to the number 
of the paragi'aph in which the answer may be found. 



Copyright, 1908, 
by 
Marion Stevenson. 

Copyright, 1910, by 
Christian Publishing Company. 



CONTENTS 



Page. 

Introduction . 7 

Part I. — The Sunday-School. 

Lesson 1 — Sunday-school Beginnings 9 

Lesson 2 — The International Sunday-School Association. 11 

Lesson 3 — The World's Sunday-School Association 14 

Lesson 4 — Relation o^ the Sunday-school 16 

Lesson 5 — Functions of the Sunday-school 20 

Lesson 6 — Organization of the Sunday-school 24 

Lesson 7 — Administration 28 

Lesson 8 — Special Days 33 

Lesson 9 — Special Days (Continued) 36 

Lesson 10 — Sunday-school Music 40 

Part II. — The Pupil. 

Foreword . 45 

Lesson 11 — ^'He Himself Knew What Was in Man'' 45 

Lesson 12 — Infancy 49 

Lesson 13 — Childhood Unfolding 54 

Lesson 14 — The Primary Pupil 57 

Lesson 15 — The Junior Age 60 

Lesson 16 — Authority and Obedience 65 

Lesson 17 — The Intermediate Period 69 

Lesson 18 — Adolescence 73 

Lesson 19 — Senior Age, Tragedy 76 

Lesson 20 — Maturity 80 

Part III. — The Teacher. 

Lesson 21 — Teaching 85 

Lesson 22 — The Teacher's Knowledge 88 

Lesson 23 — The Science of Teaching 91 

Lesson 24 — Words 93 

Lesson 25 — Elementary Grades 97 

Lesson 26 — Advanced Grades 100 

6 



THE TEACHER-TRAINING HANDBOOK, 

Lesson 27 — The Adult Department 103 

Lesson 28 — Preparing to Teach 106 

Lesson 29— The Art of Teaching 109 

Lesson 30 — Teachers' Meetings and Teacher-Training 114 

Part IV.— The Book. 

Lesson 31— The Old Testament Books 119 

Lesson 32 — The New Testament Books 121 

Part v.— Old Testament History. 

Lesson 33 — The Chosen Family 123 

Lesson 34 — The Chosen People 125 

Lesson 35 — The Chosen Kingdom 128 

Lesson 36 — The Divided Kingdom — Israel 131 

Lesson 37 — The Divided Kingdom — Judah 132 

Lesson 38 — The Jewish Province 135 

Part VI. — New Testament History. 

Lesson 39 — Matthew — Jesus, the Wonderful Counsellor... 139 

Lesson 40 — Mark — Jesus, the Mighty God 141 

Lesson 41 — Luke — Jesus, the Everlasting Father 143 

Lesson 42 — John — Jesus, the Prince of Peace 145 

Lesson 43— The Life of Christ 147 

Lesson 44 — Acts of Apostles, the Planting of the Church.. 150 
Lesson 45 — Epistles and Revelation — The 'Development of 

the Church and the Coming Kingdom 153 

Lesson 46— The Bible the Word of God 156 

Part VII. — Bible Geography. 

Lesson 47— The Old Testament World 159 

Lesson 48 — Old Testament Palestine — Topography 161 

Lesson 49 — Old Testament Palestine — Political Divisions. 164 

Lesson 50 — Palestine in the Time of Jesus , 166 

Lesson 51— The New Testament World 169 

Part VIM.— Bible Institutions. 

Lesson 52— The Tabernacle 173 

Lesson 53 — The Priesthood v * . . 175 

Lesson 54— The Offerings 178 

Lesson 55— The Feasts 181 

Lesson 56— The Temple 184 

Lesson 57 — Baptism 186- 

Lesson 58— The Church 188 

Lesson 59 — The Lord's Supper 192 

6 



INTRODUCTION. 



It has become more and more clear with passing years 
that the teaching of religious life and thought is one of the ur- 
gent demands which the world is making on the modern 
church. To develop teachers who are not only willing to teach 
but competent, prepared in Christian character and scholar- 
ship and skill, is an imperative duty of pastors and leaders. 
The adequate teaching of the Christian religion is the most 
important function of the church. 

Adequate nrenaration for teaching must include, if indeed 
it does not spring from, a vision of the need and opportunity 
of the plans and methods peculiar to the modern Sunday 
School. This institution, the only one whose sole work is re- 
ligious education and Christian culture, is the foremost bul- 
wark of Christian civilization, and has recently come to be 
a mighty factor in the evangelization of paganism throughout 
the world. For this reason, the vision of the Sunday School 
as an institution, an organization, and a factor of religious 
culture is first presented in the arrangement of the topics 
treated in this volume. 

Scarcely second in importance to adequate preparation for 
teaching is a vision of the dignity, importance and possibili- 
t^'es which the Sunday School teacher enjoys. No teacher in 
any institution of learning comes more directly in touch with 
the formative and constructive principles of human life and 
character. The subject matter taught, the conditions of the 
teaching, and the issues dependent on good teaching and bad 
teaching are the most momentous and important to be found 
in any department of human instruction. 

For this reason, the vision of the Sunday School is followed 
in order with a vision of the mind with which the Sunday 
School teacher must deal. The influence of the modern Sun- 
day School begins in the home. When the babe is brought 
into the world the Sunday School makes immediate claim on 
the life of both the mother and the new life which God has 
sent. Until the last problem which vexes maturity and age is 
solved, the Sunday School claims a right to deal with the 
human mind. The technical view of the mind and its develop- 
ment is subordinated, throughout the discussion of the pupil, 

7 



THE TEACHER-TRAINING HANDBOOK. 

to the religious significance of its different conditions, changes 
and operations. 

The next obvious requirement of adequate preparation for 
coaching is the insight into what to do with knowledge gained; 
how to use it in teaching; how to select what has most need 
to be taught; how to prepare it for presentation; how to 
adapt it to the minds to be taught; how to present it in such 
ways that the teacher may really know that teaching is being 
done; and what results are to be looked for, and when, in the 
process of teaching, are w^hat all Christian teachers have pro- 
found need to know. Here, again, all technical treatment of 
the science of Pedagogy, is subordinated as far as possible to 
the religious significance of teaching and to the necessities 
of active work in the teaching of the Christian religion. 

Having dealt in order with the field of activity, the world- 
field and the local community, the institution, the pupil, and 
the teacher, the vital elements of Biblical scholarship essen- 
tial to adequate preparation for teaching are carefully pre- 
sented. The fundamental nature of a clear working knowl- 
edge of the Bible is too obvious and too widely recognized to 
Deed re-statement and re-emphasis. 

*lf the blind lead the blind, both shall fall into the ditch." 
Jesus' evident teaching in this statement is that it is more 
diiflacult to get blind leaders and blind followers out of the 
ditch than to open the eyes of leaders so that no one need 
fall. The supreme need of the whole world is for religious 
education. This teaching can be done only by those who are 
willing to consecrate time and effort and energy to the toil 
of preparation for effective work as Servants of the Lord. 

The authors would be untrue to themselves and their work 
if their prayerful interest failed to follow each teacher and 
student with whom they are permitted to co-operate in the 
work of teacher training. The hope of being helpful to those 
who are preparing to exercise the most powerful, as well as 
the most beautiful of all arts, the teaching of Jesus Christ, 
the Truth of God, to men, has been a constant incentive. 
Prayer has gone into every line written. The delight of pre- 
paring this work for service will be made more precious by 
the knowledge that the work is serving. 
Faithfully yours, 

ROBERT PERRY SHEPHERD. 
MARION STEVENSON. 
S 



THE TEACHER-TRAINING HANDBOOK. 



PART I.— THE SUNDAY SCHOOL. 



Lesson 1.-— Sunday School Beginnings. 



1 Name. Names are used to desi^ate objects rather 
rhan to characterize them. The official designation of the in- 
stitution, which exists solely for education in the Christian 
religion is The Sunday School. Other names have been sug- 
gested to characterize it. Sabbath School, Bible School, 
Church School, and the like are unofficial. Since the official 
name is fixed, it might be well to use it uniformly. 

2. British Beginnings. A sympathetic woman in Glouces- 
ter, England, called a friend's attention to the hapless lot of 
the waifs and gamins of the city. Robert Raikes, in 1780, 
began to teach small groups of ignorant urchins how to read 
and write. The primary purpose was secular education. The 
use of the Catechism was quite subordinate to the purpose of 
teaching reading, arithmetic and writing. So rapidly did the 
Idea spread through Great Britain that before the close of that 
century a council of Bishops of the English Church was 
called to take action against the desecration of the Sabbath, 
by the ^'Ragged Schools," as they were known in England for 
many years. 

3. American Beginnings. May 23. 1832, is the first sig- 
nificant date in American Sunday School history. Representa- 
tives from thirteen States and two territories met in confer- 
ence. A call for a National Sunday School convention was is- 
sued. This convention met in New York city the following 
October. Seventy-eight questions on thirteen phases of Sun- 
day School work were sent to workers everywhere. The three 
hundred answers received are preserved in a volume of twen- 
ty-four hundred pages in the library of the American Sunday 
School Union in Philadelphia. 

4. Progress. Conventions of workers have proved from 
the first the heart of Sunday School publicity, inspiration, in- 
strnction and vision. The Second National Convention. Phila- 
delphia. May 22, 1833, gave full discussion to "Private Sunday 
Schools" for those unwilling through prejudice or poverty to 

9 



THE TEACHER.TRAINING HANDBOOK, 

attend the general school. The Home Department had its 
first prominence there. 

5. H. Clay Trumbull, a man of imperishable honor in the 
historj^ of religious education, was the first Secretary of the 
Sunday School movement of the present day. Twenty-five 
years elapsed before the Third National Convention met, 
Philadelphia, February 22-24, 1859. From this date the in- 
stitution began a development which is the most remarkable 
feature of modern church history. 

6. Larger Things. The Civil War, most appalling tragedy 
in the history of nations, gave intense earnestness to the 
modern apostles of the Prince of Peace. Two of earth's great- 
est men, B. F. Jacobs and John H. Vincent, were associated 
with Mr. Trumbull as secretaries of the first great Sunday 
School convention. The Fourth National Convention met in 
Newark, N. J., April 28, 1869. Twenty-eight States, one ter- 
ritory and five foreign countries were represented by five 
hundred and twenty-six delegates. More than twenty-five hun- 
dred visitors attended. 

7. Unity. The second great date in Sunday School history 
is April 16-19, 1872. The greatest forward step ever taken in 
religious education was accepted and authorized by the Fifth 
National Convention at Indianapolis. 

8. B. F. Jacobs, by fervent appeal, won an almost unani- 
mous vote of the convention for a Uniform Lesson System for 
all Sunday Schools. The committee appointed to the task 
were instructed so to prepare the system of lessons as to cover 
practically the whole of the Bible during a period of seven 
years. The period was reduced by a later convention to six 
years. Thirty years' experience disclosed many serious de- 
fects in the Uniform Lessons as an educational scheme for all 
grades of pupils. But the" result for Christian union, the most 
vital problem of modern Christendom, of the adoption and use 
of this Uniform Series, is immeasurable. 

9. Changes. The appointment of a National Statistical 
Secretary by this convention gave concrete shape to Organ- 
ized Sunday School work 'and prepared the way for the great 
development of the institution. The admission to the conven- 
tion of a few Canadian delegates gave it an international char- 
acter and made inevitable the significant change in the scope 
of the organized work. 

10 



THE TEACHER^TRAINING HANDBOOK, 

Review Questions. 

Does a name designate or characterize an individual or in- 
stitution? (1.) 

Were the first Sunday Schools primarily for religious in- 
struction? Why? (2.) 

How will you remember the number of States represented, 
and the place of meeting of the first general Sunday School 
assembly? Was it a convention? Why? Is the date im- 
portant? (3.) 

i>o conventions play any real part in religious education? 
How? (4.) 

Have you read the biography of H. Clay Trumbull, by Philip 
Howard? (5.) 

Does your work in Sunday School count all it ought for 
Christian union? Why? (8.) 

Does it appear to you that Christ has any direct work in 
Sunday School development and progress in America? In 
your school? 



Lesson 2. — The international Sunday School Association. 



10. Change. The National Convention merged into the 
international institution at its sixth session, Baltimore, May 
11-13, 1875. From that date to June, 1911, the larger body has 
held triennial sessions, two each in Atlanta, Toronto, and 
Louisville, the others in Chicago, Pittsburg, St. Louis, Boston 
and Denver, and the last one at San Francisco. 

11. Incorporation. By act of Congress in 1907 the institu- 
tion was incorporated with the name. The International Sun- 
day School Association. Its corporate purpose is "to promote 
organized Sunday School work, to encourage the study of the 
Bible, and to assist in the spread of the Christian religion." 
It has no capital stock. It is now spending about thirty thou- 
sand dollars annually in the prosecution of its work. 

12. Field. Mexico, Central America and the W^est Indies 
were officially included with Canada and the States in 1896. 
At the same convention, Boston, Sunday School evangeliza- 
tion among negroes became a definite work of the associa- 
tion. Ten years later the continent of South America was in- 

11 



THE TEACHER-TRAINING HANDBOOK. 

eluded so that the Association now covers the Western Hemi- 
sphere in its plans and prayers. 

13. Official Statement. The world-sweeping tendency tow- 
ard Christian union quickens denominational sensitiveness, 
'lo calm the fear of all denominational Christians the con- 
vention at Louisville, in 1908, officially denned its plans as 
follows : 

'* Resolved, That the work of the International Sunday 
School Association may be denned as follows; 

''First — It seeks to enlist all Sunday Schools in the com- 
mon study of the lesson, but never to organize schools. 

"Second — It seeks to enlist all Sunday Schools in the adop- 
tion of the best metnoas of promoting ehiciency in the work of 
teacher-training. 

"Tnird — it seeks in all proper ways to enlist theological 
seminaries to tne extent of giving due recognition to tne Sun- 
aay School in tneir curriculum. 

•'Fourth — It disclaims all creed-making power, and the sole 
function of its Lesson Committee is to seiect topic, the Scrip- 
ture and the golden text, leaving interpretation of the Scrip- 
ture to the various denominations. 

''Fifth — It disclaims all authority over the churches and 
denominations. 

"Sixth — It disclaims all legislative functions, save within 
its own sphere and for its own proper ends. 

"Seventh — The work it seeks to do is confined to the com- 
mon ground occupied by all the various denominations co-op- 
erating with it, a ground which these bodies have found can 
best be occupied through this common organization. The com- 
mon ground and interests are chiefly as follows: 

''(a) A uniform lesson system, graded or otherwise. 

"(h) The propagation of the best methods and ideals in 
Sunday School pedagog>^ 

"(c) The promotion of all Sunday School life and progress 
through inspirational conventions and associations for the use 
and benefit of all the denominations. 

"Eighth — The Association recognizes that in m-any of the 
above lines of activity the various denominations prosecute 
plans and methods of their own. In all such cases the Inter- 
national Association seeks not to hinder or trespass but to 
help. In short, it offers itself as the willing servant of all for 
Jesus* sake. It seeks to be a clearing-house of the best meth- 

12 



THE TEACHER.TRAINING HANDBOOK. 

ods and best plans in the Sunday School world. Above all, it 
seeks to be the means of extending a knowledge of the Bible, 
the inspired Word of God, through the Sunday School to the 
whole world." 

14. Complete System j As rapidly as can be done the As- 
sociation will perfect State and provincial organizations 
throughout its field. These associations will organize local 
schools into township, district, city and county associations 
for mutual help and dissemination of the best ideas in Sunday 
School work in conventions and institutes. 

15. Revolution. Recognizing certain deficiencies in the 
Uniform Lessons, the Association had recognized the issue of 
"Supplemental Lessons" for Primary pupils. For twelve years 
before the Toronto convention of 1905 the leaders in Elemen- 
tary Grade work had been seeking authority to issue Graded 
Lessons adapted to pupils under seventeen years of age. That 
convention authorized the lessons fOr the Primary Department. 
The Louisville convention consummated the work by authoriz- 
ing the joint lesson committee to prepare a complete course 
covering seventeen years of Sunday-school work. In the his- 
toric of Christianity this is the greatest forward step ever tak- 
en in religious education. 

16. Obligations. Every Sunday School in the world which 
makes use of the Uniform or Graded Lessons, a graded school, 
Home Department, Cradle Roll, Systematic Visitation, Hand- 
work, Systematic instruction in Temperance, Missions, or 
Adult Bible Class Organization, is under all the obligations of 
gratitude to support loyally the International Sunday 
School Association and to make use of it as a ready and ade- 
quate agency to reach the places which lie yet in the dark- 
ness beyond. 

Review Questions. 

Did you send your superintendent or pastor as a delegate 
to any triennial convention of the Sunday School? Why not? 

What is Sunday School business? (11.) 

Is there much work ahead of the International Associa- 
tion? What do you know of North or South America as mis- 
sion fields? (12.) 

What is the most striking feature of the "official state- 
ment," its positive plans or its negative positions? (13.) 

Who is the General Secretary of your State Sunday School 

13 



THE TEACHER-TRAINING HANDBOOK. 

Association? Was your school reported before tlie last coun- 
ty convention? 

How do the Graded Lessons work with the pupils of your 
school? What? 

Discuss the work of Marion Lawrance, W. C. Pearce, Mrs. 
J. W. Barnes, Mrs. Mary Foster Bryner, Mrs. Zillah Foster 
Stevens, Dr. Jas. E. Shepard, Dr. Franklin McElfresh, Hugh 
Cork and W. A. Brown. Ask your pastor. 



Lesson 3. — The World's Sunday School Association. 



17. Beginnings- An Executive Committee of the Inter- 
national Association met at Chautauqua in 1886. B. F. Jacobs, 
for twenty-one years the chairman of that committee, sug- 
gested calling Sunday School workers of all the world to 
meet in London, three years later. The mass convention sent 
Dr. J. L. Phillips to begin organized Sunday School work in 
India. 

18. The St. Louis Convention of 1893 took Japan under 
consideration. The London convention of 1898 gave Korea 
first attention. The whole work of the convention was slow- 
ly gathering momentum for a world-wide task. 

19. Thirteen hundred delegates, representing twenty-six 
countries and fifty-two denominations, held the Fourth World's 
Sunday School convention at Jerusalem in April, 1904, the con- 
vention being held in a tent near the Damascus Road, ''out- 
side the city walls." It was a dramatic assembly of Christian 
forces, and gave the Sunday School rating as a world force. 

20. Thirty-seven countries and fifty-three denominations 
were represented at the World's Fifth Convention at Rome, in 
May, 1907. Africa as a field for religious education by Sun- 
day School methods was considered. Dr. Royal J. Dye is the 
Secretary for the World's Sunday School Association for Con- 
go Free State. The Bolenge Church is world-famed for its 
missionary enterprise. The Rome convention crystallized the 
Sunday School movement into a definite institution. 

21. For twenty-one years the World's Sunday School As- 
sociation worked as a mass meeting. Like the Laymen's Mis- 
sionary Movement, its work lay largely along the lines of in- 

14 



THE TEACHER.TRAINING HANDBOOK, 

vestigation and report, and of enlisting the intelligent co- 
operation of prominent business men in Christian evangeliza- 
tion. Unlike the Laymen's Movement it seeks to go as a 
handmaid of Christian culture and introduce into all missions 
and into non-Christian lands the best m.ethods and plans of 
religious instruction known to Sunday School workers. 

22. The Sixth World's Sunday School convention which met 
at Washington, D. C, in May, 1910, was undoubtedly the most 
n.'omentous gathering of Christian workers ever held on this 
earth. It capitalized the new institution and gave it motive 
and momentum. 

23. One Hundred and Seventy-Five missionaries, from 
every country except Thibet, were in attendance. Three thou- 
sand delegates represented fifty-seven denominations and 
twenty-four countries. The convention ordered the Associa- 
tion to be incorporated, elected a full complement of officers 
and committees for the American and British sections, and 
pledged more than seventy-five thousand dollars for the cause 
of religious education by Sunday School methods throughout 
all the world. 

24. Secretaries to every country and district will be pro- 
vided as rapidly as resources will permit. Religious instruc- 
tion of childhood, teacher training, organized adult class 
evangelization and culture, and every phase of organized Sun- 
day School work will be brought to the help of the forces now 
in the fields and those yet to go. 

25j From an inconspicuous beginning with ragged and ig- 
norant waifs, the Sunday School has come to be the mightiest 
bulwark of Christian civilization, the most effective conqueror 
of the ignorant or wilful foes of Christ, and the only agency 
capable to bring the Open Book to the closed mind of man- 
kind and waken it, nurture it, and cause it to stand face to 
face with the Saviour. 

Review Questions. 

Do you know where to get full information concerning both 
International and World's Sunday School Associations? "Ask 
Marion Lawrance," General Secretary, 805 Hartford Building, 
Chicago. 

How and when did the World's Sunday School Association 
begin? (17.) 

How will you remember the number of delegates, countries 

15 



THE TEACHER.TRAININO HA27DB00K. 

and religious bodies represented at the Jerusalem convention? 
(19.) 

Are you interested in the work of the World's Association 
in Africa? Why? (20.) 

What is the difference between the character of the work 
done by the Laymen's Missionary Movement and that of the 
World's S. S. Association? (21.) 

Would you care to have a report of the Washington con- 
vention? Why? (22-23.) 

Do you believe God is using the Sunday School to further 
his purposes in Christ? 

Is He permitted to use you and your school to the fullest 
advantage? Why? 



Lesson 4. — Relations of the Sunday School. 



26. Church. The Sunday School is not an institution 
separate and distinct from the church. On the contrary, it is 
the church in the act of performing one of her most important 
functions. To train faithful men who shall be able to teach 
others also, to teach the church accurately to deliver the Mes- 
sage of Truth, is a vital part of the church's program. This 
she has largely missed for centuries. 

27. Pastor. The minister of Christ has his church be- 
fore him in the Sunday School. Indeed, his largest opportun- 
ity for effective service lies in guiding his teachers in their 
teaching of the unformed, rather than in his preaching to the 
formed or deformed. 

28. Worship. The spirit of reverence for the Lrord's day, 
the Lord's house, the Lord's Book, and the Lord's work is 
sadly lacking in American life. If this spirit of reverence be 
not taught in the Sunday School it is taught, nowhere. If 
church authorities center their attention and effort on the 
Sunday School for one generation they may transform the 
vfhole spirit of worship in modern life. 

29. The Church Enterprises. "The medieval idea of the 
church was a saved island of saints in an ocean of sinners. 
The modern ideal of the church is a sweetened ocean." In 
sweetening the ocean of human activity the modern church is 

16 



THE TEACHER.TRAININO HANDBOOK. 

compelled to engage in many forms of local and general work. 
Missions, temperance and civic betterment are among the most 
important of these. As the mind of the church authorities is 
more largely directed to the opportunities presented by the 
Sunday School, culture along the lines of applied Christianity 
will take vast strides forward. 

30. The Home. The home is the foundation of Christian 
civilization. Upon the integrity and stability of the home 
rests every institution distinctive of Christian society. At 
no time in the history of Christendom has there been so 
iDUch need as in the living present for the church to contribute 
its largest and best life to the upbuilding of the home. No 
effort can be spared to bind the home and church more closely 
together in safeguarding the culture and moral welfare of the 
youth of the land. The "Family" department of Sunday 
School work, the Cradle Roll, Home Class and Systematic 
Visitation, every pastor should keep closely identified with his 
largest purposes for the home and the church. 

3t. Preparation for Home Life. The church must teach 
as only the church can teach that the home is a divine insti- 
tution, that home ties are as sacred as God; that the mar- 
riage relation is not by legal contract merely but by divine 
l8w; that the relations of the home are the most sacred rela- 
tions m the universe outside the tie that binds God to man. 
Only teaching such as this and the bringing of young Chris- 
tian manhood and womanhood to the sacrament of marriage, 
fully apprised of the nature of the marriage relation, can 
stem the tide of divorces, of progressive polygamy and of all 
the individual and social evils in which America to-day leads 
Christendom. 

32. Science of Parenthood. Through its departmental 
and class organizations, its facilities for special lectures and 
other educational functions, the Sunday School is far better 
adapted than any other institution in our civilization to teach 
the divine obligation of parents to personally nurture the 
spiritual life of their children, as well to supply their 
physical needs. Too often, parenthood is allowed to 
mean little more than a physical incident in life, rather than 
the highest, holiest and most Gbd-like activity entrusted to 
mankind. The new science of Paidology, child studr. has 
opened a field of investigation and research more vital and 
illuminative than the science of Psychology to which it is 
related. 

(2) 17 



THE TEACHER-TRAINiyO HANDBOOK. 

33. To the Community. It is the business of the Sunday 
School to reach throughout the commtmity of which it is a 
part and to claim in the name of Christ its childhood and 
mature life. Its obligation to the home is closely akin to its 
obligation to the state. The culture, the discipline and re- 
finement which constitute the basis of Christian civilization 
must come to the state through the Sunday School more large- 
ly than by means of any other agency. 

34. Conversion. Wisely to guide the life of childhood to 
its normal unfoldment into Christ, and wisely to train up in 
Christ the life which has been brought to him, is the supreme 
work of the Sunday School. To be working with childhood 
and youth in such closeness of friendship that in God's own 
time their lives may learn intelligently to believe on Christ, 
faithfully to love him and loyally to obey him in all relation- 
ships of life — this is the high art of Christian culture. 

35. Instruction in Righteousness. Too often in the past 
Christian workers have felt that to lead the individuals in 
their classes into Christ was their final task. Indeed, the real 
task of Christian teaching has but begun. When a child is 
born into the family the task of rearing it is just begun. To 
guide the new Christian life to take its place in the new so- 
ciety of which it has become a part, to discharge faithfully 
the obligations and to meet the opportunities of the new life, 
is a duty of the chtirch. In olden days salvation was inter- 
preted to mean a matter exclusively individual, whereas 
Christ's program plainly includes the creation of a new so- 
ciety wherein the social obligations of each to the other are 
of first concern. The neglect and indifference with which 
some bodies of Christians have regarded this phase of the 
Christian religion is almost unexplicable. 

36. To the Nation and to the World. The obligation of a 
great opportunity is frequently urged by quoting the statistics 
that from 85 to 95. per cent of the additions to church mem- 
bership come directly from the Sunday School or indirectly 
because of Sunday School teaching. The most significant 
phase of this truth is not in the large proportion of church 
membership which comes through the Sunday School but tlie 
large proportion of the Sunday School, from 60 to 85 per cent 
which does not come into church membership and Christian 
life. More than half the membership of the Sunday School 
goes out into the world with no more knowledge of Christ 

18 



THE TEACHER-TRAINING HANDBOOK. 

than they have seen in their Sunday School teacher and the 
Christian workers ot the school, with no more moral fiber and 
religious stamina than they have been taught by the Sunday 
School. The proround influence therefore of Sunday School 
teaching on home life, politics, business and society lends an 
importance far more than local to the work done. The qual- 
ity of Sunday School instruction is probably the most potent 
single factor in determining the morality of the nation, the 
standard of its citizenship, its social honor, business and 
political integrity and domestic fidelity. The application of 
Sunday School methods to extend the cultural life of Christ 
Jesus to all nations is the secret of world-wide Christian con- 
quest. 

37. Each local Sunday School ought to recognize its ob- 
ligation of gratitude to the Interpational Sunday School As- 
sociation for facilities gotten and inspiration given. The ob- 
ligation of world-wide opportunity rests upon every Sunday 
School in existence to make as large use as possible of the 
facilities afforded by the World's Sunday School Association 
for Christian conquest. Workers in every school should put 
their own best life, their largest and most helpful inspiration 
into the stream of activity which carries only the Open Book 
with an open mind to every living creature. 

Review Questions. 

How do you distinguish church from Sunday School? ^Tiy? 
(26.) 

How do you learn reverence? How do you teach it? (28.) 

How do you interest children in the enterprises of your 
church? Is your way the best way? (29.) 

Is parental authority vital to home life? Are parental 
affection and common sense essential to parental authority? 
(30.) 

How much time and money is spent to teach young men 
intelligent fatherhood? Is it worth the price? (31-32.) 

If your Sunday School is "holding its own" who is re- 
sponsible for holding the rest of the community? (33.) 

Must a child go to the devil before it can be brought into 
Christ? Why so? How? (34.) 

What is your church doing for civic betterment? 

Are the men of your church interested to hold for Christ 

19 



THE TEACHERTRAIXiyG HANDBOOK, 

the 75 per cent to 90 per cent of the Sunday School boys who 
escape during adolescence? How do you know? (36.) 

How much did you get out of the last county Sunday 
School convention? How much did you put into it? (37.) 



Lesson 5. — Functions of the Sunday School. 



38. The Sunday School exists for three purposes — trans- 
action of business peculiar to itself and its interests; the 
cultivation of the devotional nature of childhood, youth and* 
maturity through worship; and positive instruction in the 
Will and Word of God. 

39. Business. Experience abundantly proves that it re- 
quires very little so-called business to run either a Sunday 
School or a church. As will be indicated in lesson 6, most 
of the details of Sunday School administration should be ac- 
complished by conference and consultation in the council or 
cabinet meetings of the school. The items of business 
brought into the public sessions of the school should be almost 
without exception, in the nature of suggestion, encourage- 
ment and inspiration rather than for public consideration, de- 
bate or decision; negatively, nearly all of the business now 
transacted by and before the Sunday School in public session 
should be taken up and transacted by the leaders, and re- 
ports of decisions arrived at be made to the school. Posi- 
tively the business brought before the school should be only 
of that nature in which all would be intelligently interested; 
such as the observance of special days (except Decision Day) ; 
new projects such as changing a "getting" Christmas to a 
"giving" Christmas or decorating the Christmas tree with gifts 
brought to be sent to needy ones elsewhere, rather than a 
pagan celebration with a pagan god. Whenever possible, the 
business to be adjusted should be announced beforehand, al- 
lowing ample time for reflection and general consultation 
before a decision is asked for. It is unfair to the school and 
detrimental to its interests to urge hasty and unconsidered 
action. Such business as is transacted by the school ou^ht 
to come first in the order of exercises and before the period 
of worship. As a rule, five minutes will be ample time for the 
transaction of such business details as have need to be pre- 
sented. The observance of this order is a great incentive 

20 



THE TEACHERTRAIXIXG HANDBOOK. 

to promptness in attendance. When items of business are 
presented they should be stated simply and clearly, with more 
than ordinary fullness, in detail and with obvious sincerity. 
When children and young people are appealed to for de- 
cisions, the action of the superintendent or presiding officer 
in presenting projects has a much wider educational signifi- 
cance than the decisions of that particular session. 

40. Worship. The second important function of the Sun- 
day School is to teach, both by precept and by example, rigbi 
thoughts, true feelings and proper acts of devotion. 

41. The three items of worship which have become most 
characteristic of the Christian religion are, prayer, the read- 
ing of the Holy Scriptures, and music. These items of de- 
votional culture ought to be brought together and fifteen or 
twenty minutes of the most careiully prepared program be 
followed out. Christian lite is essentially a prayer lite. The 
present generation of Christian people is far more prayerless 
than Mohammedism and most of paganism. This is a most 
lamentable fact and lays another heavy burden upon the 
leaders of Christian life in America. The long, drawn- 
out, perfunctory prayer with utterance in so low a tone as to 
be tmheard throughout the room, has no proper place in the 
Sunday School. Its devotions should be simple, direct, spon- 
taneous and calculated not only to create but to express the 
inherent, worshipful instinct of the whole school. 

42. Scarcely second in importance to the prayer life of 
the school is that of the much neglected, much misunder- 
stood and much mishandled music life of individuals and of 
the school. Music is the one universal language. It alone 
expresses, even without words, the strong appeals to thought, 
stirring appeals to the emotions, and irresistible appeals to 
the will. The noisy confusion of the music period sometimes 
characteristic of Sunday School sessions, is a travesty on 
the function and purpose of music, destructive to the devo- 
tional spirit, and much worse in its tendencies than would oe 
a total lack of music in the school. When the church realizes 
the yearning instinct of childhood and its appreciation of the 
best of music, it will sing its own hymns in church worship, 
il necessary, and provide its paid quartets or other special 
music for the most appreciative audiences on earth — the buoy- 
ant, bounding, eager boyhood and girlhood of the Stmday 
School. Orchestral music may be of great help in the Sun- 

21 



THE TEACHER-TRAINING HANDBOOK. 

day School, but only in case it sustains, directs and supports 
the singing, and does not drown out the singing of the school, 
by blaring, blatant, discordant orchestration. The instru- 
mental music, as well as the songs for the Sunday School, 
should be carefully chosen with special reference to the cul- 
ture of the devotional spirit and, when possible, with direct 
reference to the lesson of the day. 

43. This function of the Sunday Schaol properly follows 
the business period, precedes the period for instruction, and 
ought rarely if ever to be brought in as the closing part of 
the Sunday School session, even though the custom of closing 
exercises has made it seem inevitable. 

44. The Holy Scriptures. The Bible is the only text book 
used or needed by the Sunday School. Its use in worship 
and its use for purposes of instruction should be clearly dis- 
cerned and carefully observed. Flippant and thoughtless 
handling of the Book, its defacement, suffering it to lie on 
floor or seat with covers spread and leaves crumpled, is teach- 
ing an attitude towards God's Book which is almost worse 
than paganism. For the impressionable years of life, the af- 
fectionate handling of the Book, the tones of reverence and 
respect with which its words are read, the careful preventing 
of confusion and noise of any sort while it is being read, are 
items of fundamental importance in the Sunday School. Dur- 
ing the period of worship the lesson text of the day should 
rarely if ever be read, but, much better, let it be some de- 
votional selection akin to the day's study. As will be pointed 
out later, to read the lesson either in concert or responsive 
reading or to ha^e it read by any officer or member of the 
school is a grievous pedagogic mistake. It robs the teacher 
of the best material for the teaching period. 

45. Instruction. The main function of the Sunday School 
is to be a school. The school exists for creating and train 
ing disciples of the Lord. Already some of the most scientific 
instruction given anj-where may be found in the elementary 
grades of some Sunday Schools in America. More and more 
is emphasis laid on the importance and necessity of training 
teachers. Trained teachers prepare their lessons prayerfully 
and with great application of technical skill. ^Tien the school 
has been separated into departments and classes, the teach- 
ers have the most matchless opportunity to be found on earth 
for the exercise of the highest art of teaching. Give the 



THE TEACHER-TRAIXIXG HAXDBOOK. 

teachers then the privilege which their general and special 
preparation deserves. Let them teach the lessons they have 
prepared and dismiss their own classes in their own way and 
at their own time, leaving with the pupils the impressions 
which they have so carefully sought to create. 

46. In most instances the reassembling of the school for 
so-called "closing exercises" obliterates almost wholly the ef- 
fect of the teacher's work. The confusion of re-assembling 
classes, announcements, items of business, reports, music, and 
reviews which do not review, rob the instruction period of 
the Sunday School of nearly all of its permanent value. 

47. In the discussion of '"The Teacher," Part III, the 
peculiar quality of religious pedagogy is pointed out. It is 
sufficient here to note that character by impression rather 
than knowledge through instruction, is the prime objective of 
Sundav School teaching. The religious use of the Bible and 
personal application of religious truths is the highest end 
sought. If the school is to be in any sense a school of in- 
struction in religion, in the righteousness which is by faith in 
God, the value of the instruction period to the future life of 
the Individual, the home, the church and the state cannot be 
too much exalted. 

48. The superintendent of the Sunday School, who is, in- 
deed, the real assistant pastor of the church, the superinten- 
dent of teachers and the dominant force in the organization 
of the school, has no more important responsibility than to 
organize and to administer the devotional and instructional 
periods of the Sunday School session for the highest religious 
ends. To co-ordinate the music, prayers and reading of the 
Scriptures into a real worshipful service along with instruc- 
tion in religion is a positive and definite contribution to the 
religious life of the world. 

Review Questions. 

Name the objects of Sunday School meetings? (38.) 

How and when is your Sunday School business done? Is 
that the best way? (39.) 

WTiich is the most important act of worship to you, to sing, 
to pray, to read the Bible, or to do some active service for 
Christ? (Rom. 12:1 Rev. Ver.) (41.) 

Can your Sunday School music be made more worshipful 
and devotional than it is now? How? (42.) 

23 



THE TEACHER-TRAINING HANDBOOK. 

In what different ways may the Scriptures be read in pub- 
lic? Which way is best? (43.) 

Tell all the ladvantas^es and disadvantages of "closing ex- 
ercises" by the whole school, which you can recall. Why does 
your school do as it does? (46.) 

In view of all interests and issues at stake, what program 
of school sessions is best for your pupils and teachers? (48.) 



Lesson 6. — Organization of the Sunday School. 



49. Principles. Organization is not electine peonle to be 
somethins;:. It is the distribution of responsibility for doing 
things, as wisely as the circumstances will permit. Organ- 
ization is the difference between a scrap-heap and a loco- 
motive. A Sunday School is not a bunch of classes, few or 
many, which meet at the same hour. Classes whose work is 
built one into the other and the whole constituting a definite 
school of Jesus Christ is a school of religious education, 
where young and old are learning to practice the righteous- 
ness of God. 

50. The first essential of Sundav School organization is to 
discern clearly the ends desired. When this is done and the 
work is seen in its several parts, the distribution of items of 
this work to individuals who accept responsibilitv for doin^: 
the work, is organization. This definition is fundamental. 
It applies to all organizations, religious, political and econo- 
mic. 

51. The basis of Sunday School organization is psycholog- 
ical. That is to say. the work to be done is determined by 
the vital characteristics of those in whom the work is to be 
brought to pass. Boys and girls are not little men and 
women. The mind of the infant under three vears of as:e is 
different from the mind of the five-3^ear old. The mind of the 
boy or girl between seven and nine years of age is sharplv 
different from that of the mind of the youth between ten and 
thirteen. During the early years of adolescence, each nass- 
ing year is commonly a sharnly defined' period of unfolding 
and development until about the age of seventeen. The life 
characteristics chanee again during the closing years of the 
adolescent period. The mind life of the adult is again differ- 
ent from the life of the adolescent. 

24 



THE TEACHER-TRAJXIXG HANDBOOK, 

52. All Sunday School organization and administration, if 
it is to be effective, vital and efficient, must be built upon this 
basis. It must be adapted to the work demanded by these 
different periods of development. The systematic organiza- 
tion of the departments and minor subdivisions of the Sunday 
School is simply to the end that a definite work, adapted to 
each period, may be definitely distributed to individuals who 
assume responsibility for that special work. 

53. Superintendents. As indicated in foregoing sections, 
the prime factor in Sunday school organization is the super- 
intendent. He is the key, along with his pastor, of Sunday 
School success or failure. The modern weakness or the fu- 
ture strength of Sunday School work lies with the pulpit 
vision and platform efficiency of the pastor and his chief as- 
sistant, the superintendent of the Sunday School. The edu- 
cational system of the church reaches from' the home class 
and the cradle roll on the one hand, up to and includes the 
pulpit on the other. To organize this system in each church 
and for each community is the specific function of the super- 
intendent. He must not only guide the distribution of re- 
sponsibility, but he must work in closest sympathetic touch 
with those who assume responsibility under him in order 
that the ensemble, the whole group activity, may join part 
with part into an efficient body of instruction and inspiration. 

54. Council or Cabinet The effective administration of 
any Sunday School having fifty or more scholars, requires the 
combined counsel of those in the community most qualified for 
unobtrusive yet efficient leadership. The superintendent 
should have the right to call to his help a cabinet or council 
properly appointed by the governing body of the church. This 
council should have final advisory capacity in shaping the ad- 
ministration of the school as well as in determining matters 
Oi general policy and particular performance. 

55. The effective administration of the Sunday School al- 
so requires faculty meetings of the school, before whom shall 
be brought matters relating to the co-ordination of the depart- 
ments, and matters which eft'ect the school as a whole. The 
religious instruction by the church of the youth and adult life 
of a community is more fundamental and more vital than the 
academic instruction of the public schools. The brief time 
available for the Sunday School session, the importance of 
the subject-matter to be taught, the eternal significance of the 

25 



THE TEACHER-TRAININO HANDBOOK. 

teaching, and the importance of Sunday Schor^l education to 
every phase of public life, demand a far more eflacient, care- 
ful, and adequate administration of the Sunday School than 
has commonly been given to it. 

56. The adaptation of the several departments of the 
Sunday School to the general functions of business, worship 
and instruction, is the prime necessity demanding regular 
faculty meetings of the school. What departments of the 
school shall meet entirely by themselves, and why; what items 
of business shall be brought before each department of the 
school, or the school as a whole, how such items shall be pre- 
sented; how the instruction of each department can best be 
shaped, not merely for its own efficient work but to prepare 
the way for the work of the next department; these are vital 
questions demanding consultation and decision by those on 
whom rests the great obligation for the religious instruction 
in the school. 

57. The following frame work of organization is sug- 
gested: 

THE ORGANIZED SUNDAY SCHOOL. 

1. Governing Body of Church. 

2. Superintendent. Appointed by governing body of 
church on written nomination of Sunday School Council. 

3. Council or Cabinet. Appointed by governing body of 
church on written nomination of Superintendent and Pastor. 

4. Assistant Superintendents. Appointed by Superinten- 
dent. 

(a) Superintendent of Registration and Enrollment. 

(b) Superintendent of Classification, Grading and Promo- 
tions. 

(c) Superintendent of Attendance and Absentees. 

(d) Superintendent of Records and Reports. 

(e) Superintendent of Literature and Supplies. 

5. Assistant Superintendents. Appointed by Council. 

(a) Superintendent of Family Division. Home Depart- 
ment and Cradle Roll. 

(b) Superintendent of Elementary Division, Beginners, 
Primary and Junior. 

(c) Superintendent of Advanced Division. Intermediate 
and Seniors. 

(d) Superintendent of Organized Adult Bible Classes. 

26 



THE TEACHER-TRAINING HANDBOOK. 

6. Special Work Superintendents. Appointed by Council. 

(a) Superintendent of Missions. 

(b) Superintendent of Temperance. 

(c) Superintendent of Systematic Visitation. 

(d) Superintendent of Teacher-Training. 

7. Messenger Corps. Appointed by Council from Juniors 
and Intermediates. Assigned to Superintendent and his as- 
sociate and assistant superintendents. Cap and cap badge fur- 
nished by school. 

8. Teachers. Appointed by Superintendent, pastor and 
Superintendent of department to which teacher is assigned. 

9. Substitute Teachers. Appointed by Superintendent on 
written nomination by teacher and department superintendent. 

10. Usher Corps. Appointed by Council from Advanced 
Department. ''Doorman," "Usher" and "Page" sleeve badges 
furnished by school. 

11. Treasurer. Appointed by governing body of Church 
en written nomination of Council. 

12. Secretary' and Correspondent. Appointed by Council. 
Position should be permanent so far as possible. Duties. 
Secretary of Council and of teachers' meetings; correspon- 
dent with State National and International Associations. 

13. Musician. Appointed by Council. In charge of all in- 
strumental and vocal music of the school, and teacher of the 
Sunday School in music. Appoints helpers as needed. 

14. Librarian. Appointed by Council. In charge of 
Teachers' and Scholars' Library. 

58. This framework of Sunday-school organization is very 
simple, even though it appears elaborate. If it is used as an 
ideal toward which, little by little, the shaping of the organiza- 
tion is directed, it will prove valuable because of its simplicity. 
If the Graded Lessons are used, and the Superintendent of 
Classification is efficient, no difficulty will be found to grade 
the school and keep it graded. 

Some of the most efficient pastors in the land are superin- 
tendents of their own schools. They act as directing heads of 
the Council, but turn over to their assistants the entire work 
of conducting the school and of carrying on the work between 
sessions. ^Tiere it is yet impossible for the church to em- 
ploy on salary an assistant pastor and superintendent of re- 
ligious instruction, it appears that this double service by the 
pastor is very advantageous to him and to his work. 

27 



THE TEACHER-TRAINING HANDBOOK. 

Review Questions. 

What is the difference between organization and merely- 
electing officers? (49.) 

Is your Sunday School organized as a real school for re- 
ligious education? 

Define the basis of Sunday School organization. (51.) 

Are superintendents ''born" or "made"? Is the work of 
superintending worth prenaration and training? (53.) 

Give five reasons for the best possible organization and 
administration of the Sunday School. (55.) 

Criticize carefully the suggested framework of an organ- 
ized Sundav School. (57.) 

Is your pastor the seer of your school? What does he see? 
How do you help him? (58.) 



Lesson 7. — Administration. 



59. The Public Session. The principles of organization 
and the suggested framework alreadv presented, or something 
better, should form the unvar^'ins: basis on which the entire 
administration of the Sunday School session should rest. 
'Whether the Primary and Junior Departments of the Sunday 
School should meet with the main school or entirely separate, 
must be determined by the purposes of the school and the 
adaptation of organization and instruction to the age of the 
pupil. 

60. Separation of Departments. The Primary and Junior 
Departments of the Sunday School are seldom, if ever, profited 
by either the opening or closing exercises. The songs, the 
Scripture readings, the prayers, all of the work is above and 
beyond them. It is made, like the seats, for older people. 
They are restless and, when not a disturbance to themselves. 
they are gathering impressions in their most sensitive period 
from every disturbance which takes place among the older 
scholars. The multitude of schools which have established 
separate sessions for the separate departments have proved 
the tremendous advantage of taking the little children and 
the pupils of the junior age apart by themselves into an atmo- 
sphere created by their own activities and devotion, under 
skilled guidance. 

28 



THE TEACHER-TRAINING HANDBOOK. 

61. Order. A stranger to Sunday Schools, visiting for the 
first time some schools, would be strongly impressed, most of 
all, by the noise, confusion, turbulence and disorder charac- 
terizing the session. If the superintendent is himself orderly, 
his teachers will be orderly. If the teachers are themselves 
orderly, the pupils will regularly be in order. The discipline 
of a school depends exclusively upon the head of the school. 
The source of discipline is in personality and not in peremp- 
tory commands. The calm and quiet movements, voice and 
directions of a well-ordered superintendent are the fount from 
which perfect discipline flows. 

62. Business. Children are always eager to vote. It 
matters very little to them what their vote signifies, but they 
want to vote. The most preposterous plans may be ordered 
at any time by a vote of the school. Such items of business 
as should properly come before the school ought to come in 
the way of affirmative suggestions. They should be carefully 
explained even with some repetition, that there may be as 
little room as possible for imagination to work upon the facts 
sugerested. Announcements of importance should be handed 
to the teachers for use in the class. Unimportant announce- 
ments should never be made. 

^ 6a. Devotion. Pew pupils will remember any ten consecu- 
tive words uttered by the superintendent or teacher of the 
Sunday School. Still fewer pupils will ever forget incidents of 
what was done, the way it was done and the manner of those 
who did the work. Nothing more determines the spiritual cul- 
ture of a communitv than the devotional exercises of the Sun- 
day School. Where the school is taught reverence, aifection- 
ate regard for God's Book and God's house, for the acts and 
atmosphere of worship, church services and all other gather- 
ings will be filled by respectful, reverential and devout at- 
tendants. I^eaders of Sunday School work have no more im- 
portant obligation upon them than to make the period of wor- 
ship in the Sunday School the most reverent and devout, the 
most impressive and significant of all the periods of their ses- 
sions, for. "the purpose of the Sunday School teaching is char- 
acter, rather than scholarship; processes of impression rather 
than of instruction." 

64- Separation for Instruction. So far as possible classes 
should take the places they are to occupy during the period 
of instruction at the beginning of the session, especially so 

29 



THE TEACHER-TRAINING HANDBOOK, 

where the main school meets in one room. A little attention 
to details of seating the classes will avoid vast confusion 
when the period of devotion merges into the period of in- 
struction. K the classes go to other rooms for instruction, 
those most apt to be noisy land turbulent may well be placed 
farthest from the door of exit. A class of boys will usually 
make more noise going ten feet than going one hundred feet. 
Every effort should be made to make the atmosphere of the 
school as worshipful and quiet as careful attention to details 
can bring to pass. 

65. The superintendent and teacher w^ho superintends ana 
teaches only on Sundays, miss the greater part of their work. 
Before the school session is dismissed each teacher should 
have placed in her hands by the superintendent of attendance 
and absentees a list of the absent pupils from that class for 
the day. The superintendent should have placed in his hands 
a list of all the absentees from the school. Not a day should 
be allowed to pass without an effort being put forth to learn 
the reason for the absence and to bring to the home assurance 
that the absence of the pupil was noticed and felt. The ap- 
palling waste of Sunday School forces will be efventually 
stopped when superintendents and teachers carry on their 
hearts the responsibility to the individual and the home of 
their work between public sessions of the school. 

66. The greatest work of the Sunday School in expansion 
and development throughout the community lies in that al- 
most universally neglected task of systematic house-to-house 
visitation. No activity provides definite work for more people, 
furnishes more incentive to personal development of the work- 
ers, and identifies the school with the interests of the whole 
community than does this activity. So important has this 
come to be that a secretary for this particular department Is 
employed by the International Sunday School Association. The 
visitation is something more than a mere census of the com- 
munity. It is a ''follow-up" work by which weekly or monthly 
visits can be made by the same or different workers in a 
school, and the affectionate interests of one, sometimes of all 
the members of the household, be won to the school, to the 
church and to Christ. 

67. Home Department. The Home Department is a definite 
class of the main Sunday School, which meets in the homes 
of its members rather than in the public session in the school. 

30 



THE TEAGHER-TRAimNG HANDBOOK. 

The interests of this class are closely identical with that oi 
house-to-house visitation. The superintendent and pastor 
should be in closest possible touch with this department, for 
through it and by means of it the church is often able to 
exercise her largest influence for the uplift of the home and 
the salvation of individuals. The visitors of this department 
either are or will become among the very best workers of the 
church. 

68. The Cradle Roll is a part of the family division of the 
Sunday School. However, it is by means of this agency that 
the church may be brought into the closest and most effective 
relation to the home in the culture and nurture of childhood. 
In so many ways does it prove true in human experience 
*'that a little child shall lead them." The pastor particularly 
has need to be kept in the closest touch with the activities of 
this department of the Sunday School. 

69. Teacher Training. Each Sunday School should have a 
training class of young people meeting at the hour of the 
regular session. It will also have a training class which 
meets at some hour between Sundays for the help and train- 
ing of the teachers of the school. Both superintendent and 
pastor ought to be present at this teacher training class, in its 
mid-week sessions. 

70. There is no nnore important work of the church than 
that which has to do with informing the teachers what to 
teach, and training teachers how to teach the vital truths of 
the Christian religion. It is far more important for the 
preacher to know precisely what his teachers are teaching to 
unformed and formative minds than to know what he him- 
self is teaching, to formed maturity. It is vital to the interests 
of the whole school that the superintendent knows how each 
teacher teaches. Only by building the facts and processes of 
instruction into a complete whole, can a group of classes be 
organized into a real school. 

71. Where the adult Bible Classes are organized with the 
required committees a joint meeting of the devotional com- 
mittees of all the classes, with the pastor, should be held 
weekly. This joint devotional committee, under pastoral di- 
rection, may properly assume charge of all the devotional 
meetings of the church, except that of the Intermediate Chris- 
tian Endeavor Society. 

72. School and Class Social Functions. It not necessary but 

31 



THE TEACHER'TRAININQ HANDBOOK, 

very expedient that the leaders of the Sunday School work 
should show their interest In the social functions of all the 
classes of the school. Wise pastors will always send at leaat 
a note of personal regret and appreciation of the class when 
compelled by other duties to be absent. School spirit and 
the sense of loyalty to the school may often be fostered and 
deepened more successfully through mid-week functions than 
in any other way. Not less often than four times a year the 
entire school should be gathered together for a purely social 
purpose. The occasion should be made memorable in the life 
of the school. The noisy turbulence of the boys is always a 
result of the failure to provide beforehand for items of en- 
tertainment and employment especially adapted to boys. Prep- 
aration for these school functions should be made, covering 
all the details of the occasion for weeks in advance. It pro- 
vides a field of growing activity for the joint social committee 
of the organized adult classes. 

73. The business of the Sunday School is the creation of 
character. Its distinctive activity is the religious use of the 
Bible. Its field is the world. Its force is the teaching of 
God's Word. The Sunday School is the most characteristic 
of the institutions of Christendom in the twentieth century. 
More and more is it becoming the school of Jesus Christ for 
His conquest of the nations. 

Review Questions. 

Are Primary and Junior pupils kept in the opening exer- 
cises of your school for their profit or to enthuse someone 
else? Why? (59-60). 

Is order essential to worship or religious instruction? 

What determines school order? Class order? (61). 

Does the discipline of the Sunday School affect life outside 
the school? 

Is reverence and veneration taught in the best possible way 
to the boys and girls of your community? If not, are the 
children to blame? (63.) 

At what period of life does your school lose the greatest 
number of its students? Why? How may this condition b€ 
changed? (65.) 

Have you tried Systematic Visitation? (QQ.) 

Ask Hugh Cork, 805 Hartford Bldg., Chicago, for details. 

Do you know why the Home Class Visitor of your school is 

32 



THE TEACHER-TRAINING HANDBOOK, 

more blessed than the Home Class pupil? Try it and youll 
know. 

Is there any special obligation to babes and parents on th« 
part of those churches which do not countenance infant bap- 
tism? (68.) 

Why is teacher training so important? (70.) 

Do most teachers need more scholarship in what to teach 
or more skill in knowing how to use for teaching the knowl- 
edge already possessed? 

What place is there in church activity for joint meetings 
of the membership, devotional and social committees of the 
organized adult Bible classes? In evangelizing the commu- 
nity? In Christian culture? In establishing social standards 
in the community? (71-72.) 



Lesson 8. — Special Days. 



73. The observance of special occasions has come to be a 
definite part of the work of the organized Sunday School. To 
know how to adapt the work of these observances to the 
regular educational work of the school and to local conditions 
is becoming a problem of some moment. There are a few 
general truths which apply to all phases of special work. 
These may be noted first. 

74. General Principles. (1). Whatever would be allowed 
by pastor and congregation to interrupt the preaching service 
may, if it is otherwise wholly unavoidable, be allowed to in- 
terrupt the teaching service. The short time allowed for 
teaching ought to be kept, as a sacred trust for Christ, free 
from every possible interruption. 

(2). The devotional and instruction periods of the school 
should be preserved free from musical and all other prepara- 
tions for special days. If the whole school cannot be per- 
suaded to assemble to learn new music at other hours than 
those of the regular session, teach it to those who do come 
and let the others listen. Nothing but a physical or social 
earthquake ought to rob Christ and his disciples of their ap- 
pointed meeting. 

(3). Any occasion worth observing at all is worth magnify- 
ing to the last degree. If you must have an "occasion," have 
(3) 33 



THE TEACHER-TRAINING HANDBOOK. 

the greatest one that preparation, advertising, and enthusias- 
tic support can produce. Little effort makes little **occa- 
sions" to belittle everyone having anything to do with them. 
The Sunday School has suffered greatly by shiftless, shoddy, 
slip-shod work in all departments, but in none more than in 
this. 

(4). Postpone a whole programme rather than present one 
on which preparation has been postponed. Only when leaders 
insist on high-grade work do followers consider that they 
mean business. 

(5). Never put a price tag on any service or function of 
the Sunday School. The church owes something to itself and 
the community, besides getting money for the Lord by indirect 
methods. It is a safe rule to ask the pupils to do nothing 
vv-^hich Jesus might not with holy propriety direct. When 
Jesus can be imagined in personal charge of a band of little 
ones selling tickets for His benefit, then send them out. 

(6). Never put the beginners or primary pupils forward to 
show off for the benefit of others. The world will cultivate 
their vanity soon enough without help from the church. What- 
ever they are called upon to do, let it be such that they can 
do it with the simple sincerity of unspoiled hearts. 

(?). Raise the Standard. Make the school feel the pride of 
having each ^'occasion" better than the last one. Don't be 
satisfied with the common-place, "Good enough" is the most 
successful enemy of the best. Less than the best is bad al- 
ways and everywhere. Let the community know that when 
your school invites company, the program presented will be 
the best that community can possibly afford. 

(8). Allow plenty of time for preparation. It usually takes 
longer to plan a great occasion and get all the details well 
in hand on the part of leaders, than to get the pupils ready. 
If the leaders mean business the followers will do business 
promptly. 

75. Special Occasions. There are six special occasions 
which have come to be fixtures in the calendar of nearly all 
organized Sunday Schools. Another one is of irregular occur- 
rence, its time to be fixed by the pastor and superintendent 
alone. 

Christmas. The birthday of the Christ child! Its ob- 
servance falls most properly to the pupils of the Primary and 
Beginners' departments. In every possible way use the occa 

34 



THE TEACHER-TRAININO HANDBOOK. 

sion to exalt the name and faith and love of the dear Lord 
who came through the wonder-gate of Babyland. The Santa 
Claus idea may be allowed outside the Sunday School, In the 
fancy-world of childhood. Much fantastic nonsense is said 
about this by those who don't know what the world of make- 
believe is to one period of childhood. But when everything 
good that can possibly be said for the Santa Claus idea has 
been said, it remains true that the one place where that 
pagan god is preposterously out of place is the Christian 
Sunday School. Equally out of place is the Christmas tree, 
gift laden, and followed by a *'treat" for the pupils. It would 
be impossible to conceive a more unfortunate perversion of 
the spirit of Christ with which to celebrate his birthday. *'It 
is more blessed to give than to receive," teaches the Christ. 
**It is more blessed to get than to give,'* teaches the Christ- 
mas gift tree. 

The most beautiful Christmas observance possible is some 
celebration by the little ones, commemorating the birth and 
babyhood of Jesus. Then let a Christmas tree, tinsel-be- 
decked and unlighted, be unveiled. Then let the classes, one 
by one, led by the teacher, come forward bearing gifts — the 
best they* can willingly afford, hang the gift, or part of it, on 
the tree and light one or more candles, by careful previous 
arrangement. When the gifts are all presented let the school 
sing some prayer of grateful praise, and let the superintendent 
or pastor accept the gifts in the name of Jesus. Let the 
boxes, barrels and packages be ready at hand. Let the 
"honor" boys and girls of the Junior department be permit- 
ted to help to pack the gifts for shipment, mark the shipping 
tags, and prepare all that has been brought for shipment to 
some of Christ's little ones who have no other Christmas. 
Then, when the audience is dismissed, the community has 
a new vision of what the fellowship of Jesus Christ can "be 
made to mean among men. 

Many touching illustrations might be given of what sucTi a 
Christmas, in the hearts of boys and girls, has already come to 
mean. 

May Jesus Christ be praised! 

Review Questions. 

How is religious instruction belittled by allowing many 
things to interrupt and displace the study period? (74i.) 

35 



THE TEACHER-TRAINING HANDBOOK. 

Why cannot special Sunday School music be prepared at 
other times than at the regular school session? (742.) 

What is gained by ''magnifyins;" the occasion? (743.) 

Is it wise or otherwise to allow unprepared performers to 
embarrass an audience? (74*.) 

Give some reasons why the church ought to go out of th« 
'"pay" show business. (74^.) 

Why ought not little ones to be encouraged to ''show off"? 
(746.) 

How far is it true that less than the best is always bad for 
a Christian? (74^.) 

How far is preparation of details necessary to any success- 
ful work? (748.) 

Give a program for a real Christian Christmas celebration 
by a Christian school. (75.) 



Lesson 9. — Special Days — Continued. 



76. Easter Day. While Easter has been greatly abused as 
a date in the ecclesiastical calendar, there is every reason why 
Christians ought to rescue it from its abuses, and give it spe- 
cial significance as an anniversary of the central fact of all 
history, the Resurrection of Jesus Christ from the dead. It 
is true that no child will be able to see in the fact of the 
Resurrection what older people see, because of their experi- 
ence with death. But with the many insidious attacks upon 
the reality of the fact itself, the whole church needs to be 
definitely grounded upon the truth that without the Resur- 
rection there is no such thing as Christian faith, neither sal- 
vation nor hope. 

77. Among the churches of Disciples of Christ, the day vi 
given special significance because of the offering which is 
made then for orphanage, and other benevolent work both in 
this country and abroad. There is no one thing in which the 
church of our Lord has been more neglectful than in this 
work of love and mercy and good will. For this reason the 
day should be universally observed to aid in educating all in 
this fundamental privilege of the new life enjoyed by those 
who "have risen with Him to walk in newness of life." Tho 

36 



THE TEACHER-TRAININQ HANDBOOK, 

exercises of the day may with every propriety be assigned to 
the older Juniors and the Intermediates. 

78. Sunday School Rally Day. The custom of summer vaca- 
tions is, happily, beconiing more general. Many teachers ?nd 
pupils are away from their homes part or all of the time 
during the summer months. There are always enough people 
left who do not go away for all the time to keep the school 
to a high grade of eflaciency. Any school that closes during 
the summer has not much life to keep open the rest of the 
time. With the beginning of the public schools practically 
all the absentees are at home. If teachers and pupils have 
kept in touch with each other by letter, as all real teachers 
and pupils do, they are eager to meet and to bring with them 
all the ''newcomers'' in the community, and all the late-com- 
ers from tardy homes. Hence the desirability of a great rally 
at which everybody may be joyously welcomed back to the 
glad fellowship of the school, the forces organized for larger 
and better work, and fhe work of the new year heartily be- 
gun. This Rally Day must be planned for before vacation 
season comes, the spirit of expectancy roused, and the family 
spirit called into conscious existence. Many helpful pro- 
grams are available, but no program is good which trespasses 
on the period set apart for class study with Jeyus and the 
teacher. The Lord's Day immediately preceding the opening 
of the public schools is usually the best time for tho Rally 
Day. 

79. Promotion Day. Tte introduction of the new Graded 
Lessons makes "Promotion" day a necessity where formerly 
it was more or less perfunctory and unnecessary. Raising the 
Sunday School to the standard of a real school of religious 
Instruction, gives a dignity and "worthiness" to it that the old 
system of uniform lessons made it more diflBcult to attain. 
Promotions from class to class in the same department and 
from one department to another ought properly to come <»n 
the same day. The exercises should be conducted by depart- 
ments separately, even if they must come at separate hours 
because of lack of available assembly rooms. The exercises 
ought not to be before the whole school. Parents of pupils, 
the pastor and superintendent, and such others as ^i2Ly prop- 
erly be invited, are the guests of the departm nt for the oc- 
casion. Promotion in the Christian school ought to be made 
as significant to pupils as promotion in the public schools of 

37 



THE TEACHER-TRAINING HANDBOOK. 

the state. Since the Sunday School year, under the system 
of Graded Lessons, begins with the first Lord's day of Oc- 
tober, the last Lord's day of September is the best day for 
regular observance of Promotion Day. 

80. Mission Days. The great task of evangelizing the world 
and of Christianizing the rapidly-paganizing territory of Amer- 
ica ought not to be slighted for a single session of the Sun- 
day School. It is in every way fittin^^ that special days should 
be set apart for establishing both the spirit of missionary 
zeal and promoting the spirit of missionary giving. On both 
occasions, major emphasis should be on the word ^'missions" 
and minor emphasis on the words "Houte' and "Foreign." 

81. Among Disciples of Christ the first Lord's day of June 
has come to be one of the great days in the school calendar. 
It is Children's Day for Foreign Missions. Thanksgiving Sun- 
day is, In like manner, coming into increasina: prominence as 
"Bible School 'Day for American Missions.*' The latter occa- 
sion affords an ideal setting for inculcating the sentiment 
of Christian patriotism, while the former is pre-eminently the 
occasion for bringing to the community through the school 
the world-vision of Christian conquest. The Elementary divi- 
sion of the school may best have prominence in the program 
of Children's Day for Foreign Missions. The Advanced and 
Adult divisions may properly be most conspicuous in the pro- 
gram of Bible School Day for American Missions. No Christian 
school can afford to let either of these days pass without mak- 
ing large preparation for a great development of missionary 
sentiment and a great outpouring of liberality to further 
the progress of Christ's kingship ar^ong men. Excellent 
programs may always be had from missionary boards or from 
music publishers, many of whom make a specialtj^ of programs 
for these special days. 

82. Decision Day. This occasion was snlendidly conceived. 
It has almost invariably been sacrificed to miserable execu- 
tion — executed by its friends. As soon as the lesson topics 
are published by the International Sundav School Associa- 
tion, the pastors ought to scan them carefully and discover the 
climax of lesson development, which can always be found in 
the annual topics. He ought then to call the superintendent 
into prayerful conference with him, that together they may 
settle on defirite days toward which all the teaching of all 
the teachers will be speciallv directed. One at a time the 

38 



THE TEACHER-TRAINING HANDBOOK. 

superintendent will confer with the teachers in whose classes 
are pupils who are not Christians. The superintendent will 
tell the teachers of the minister's wishes, and that, with the 
consent of the teacher, both he and the pastor will join the 
teacher in dailv prayer, by name, for those who are yet out 
of Christ. No teacher has any need to know just what are 
the plans and methods of any other teacher in the school. 
The duty of each orie is to give the teaching of each lesson 
such a personal turn as seems best, preparing the way for a 
desire on the part of the non-Christians to commit their per- 
sonal trust to Jesus, the Saviour. On the appointed day, the 
school, not having been told that any special occasion has 
been set, will merge the teaching period directly into an 
assembly, the pastor without formality or break in the spirit 
of the teaching, laying upon the hearts of all the necessity of 
more sincere consecration of life to Christ and his service, 
clcsing with a simple and tender appeal to those out of 
rhrist to accept Him then and there. Regardless of visible 
results, as soon as one Decision Day is passed, let the next 
one be arranged for in the same manner. 

83. The combination of Decision Day, properly used with 
the organized Adult Bible Class, makes the Sunday School 
the most effective evangelistic agency in the church. All the 
results possible to a great revival campaign may be secured 
without any of the evils commonly attendant upon spasmodic 
evangelistic appeals. The disuse of Decision Day was in- 
evitable on impatient and unwise use of it. When servants 
of the Lord do net seek to ''gather where they have not sown 
and reap where they have not strawed," they will find, ready 
at hand, willing and effective, the mightiest instrumentality 
for bringing men to Christ, as well as bringing them up in 
Him, in the modern Sunday School. 

Review Questions. 

What were the Easter offerings of the Sunday Schools 
last year for benevolent work? Ask your pastor? (7G-77.) 

How can your school make the most of Rally Day? (78.) 

Do boys and girls takes a pride in promotion in the public 
schools? Why? (79.) 

How long have you used the Graded Lessons? How do they 
help you? (79.) 



THE TEACHER-TRAINING HANDBOOK. 

Why not make your school a Living Link in Foreign and 
Home Missions? (81.) 

Have you ever tried a real Decision Day in your school? 

By hearty co-operation between pastor, superintendent and 
tc-achers, what do you think your school might accomplish 
during the next year? 

How can the Membership Committee of the Organized 
Adult Bible Class be an important factor in making Decision 
Day a great feature of your work? 

Does the Sunday School exist mainly to secure confes- 
sions of faith and conversion of sinners? Are you sure? 
(82.) 



Lesson 10. — Sunday School Music. 



84. Purpose. The only purpose of setting words to music, 
and singing them instead of uttering them in tones of cus- 
tomary conversation, is to make them more impressive, more 
expressive of thought and emotion, and to make them a more 
permanent possession of the soul. The instinct of rhythm is 
strong in the human mind. The verbal expression of thought 
and emotion in rhythmic and melodic phrase is to give to the 
idea a permanent and abiding place in the thought world. 

85. Music. Music is the one universal language of hearing 
and of utterance. Instrumental music is properly a more gen- 
eral medium for conveying thought, feeling and incentive to 
action, than is speech. 'Just as children have to be taught 
meaning of words, an extended vocabulary, and the prin- 
ciples of interpreting speech so as to understand the mean- 
ings hid in words and phrases, so do they have need to be 
taught the meaning of tone colors, combinations and phrases, 
60 as to understand the wealth of meaning which music holds. 

86. Music in Worship. Worship is to religion what lan- 
guage is to thought, the expression of it. Man's idea of God 
is more clearly disclosed by his worship than in all else 
combined. Just as man's regard for a fellowman is most 
plainly shown by the tone, manner of address and words used 
toward him, so man's regard for God is most plainly shown 
by the tone, manner of address and attitude of life which he 
makes his worship to God. 

40 



THE TEACHER-TRAINING HANDBOOK. 

87. Some Abuses. To state such, fundamental truths sim- 
pl>, clearly -and plainly, is to bring a severe indictment 
against much of the music to which Sunday Schools are ad- 
dicted, and an even more vigorous indictment against the 
grievous abuse of the usual spirit and purpose of music in 
the Sunday School. 

(1). To use music to cover up confusion is to degrade the 
sacred and to put a premium upon irreverence. Under no 
conceivable circumstance is a leader of sacred song justified to 
respond favorably to the suggestion, ''Let us have a verse or 
two of sacred song, while the tardy ones are coming in, or 
while the windows are being opened and shut, or while we are 
waiting for something else to happen." There are only two 
requirements for this type of music, "Everybody sing louder," 
and "Sing the next verse twice as fast!" 

(2). To use music which is incapable, inadequate or un- 
adapted to express thought is to make worship impossible to 
the singer. It is profoundly pathetic to hear little ones strug- 
gling with words which they do not comprehend and tunee 
which are hopeless jingles. Superficial listeners will laugh 
at the grotesque misconceptions of the children as they do 
their best to sing. "Bringing in the cheese," may sound funny 
to impious adults. It is a stimulus to holy indignation to 
those who love Grod -and childhood and music. 

(3). To use music to manufacture sentiment may do for 
a fife and drum corps at a recruiting station or to draw 
crowds to a circus, but not in the devotional period of the 
teaching service of a Christian church. Instead of making 
the formative period of childhood familiar with perversions 
of music in worship, let these vagaries be adopted into the 
preaching service where adults who can not be mistaught are 
gathered. To open the preaching service with "Bedelia" or 
"Hiawatha," to sing "Has Anybody Here Seen Kelly" at the 
communion hour, and to dismiss the congregation with the 
martial strains of "The Irish Washerwoman" or "Louisiana 
Lou" would not be more blasphemous than to teach children 
irreverence, disrespect and contempt for worship and holy 
things by means of the trashy musical misfits which are only 
too common in Sunday School use. 

88. Children and Music. Childhood is the age of deepest 
impression by music. The children of this generation are 
not being enriched in soul by the songs of love and trust 
which have lightened darkness and lifted burdens for their 

41 



THE TEACHER-TRAINING HANDBOOK. 

grandparents. The melodies of childhood days ring through 
the wearied chambers of the soul to call, as with the voice 
of God, the life away from burdened sadness to the light and 
peace and joy of Christian love. The old-time home, with 
mother's soprano, father's tenor or bass, sister's~^alto and 
soprano, boy romping on the floor or watching with hungry 
soul the worship — sometimes these visions are the only happy 
memories of childhood which abide. By what right, pray, is 
childhood now robbed of its enrichment for maturity and age 
in its memories of song? The rich old hymns of adoration, 
praise and lofty sentiment were above childhood, of course, 
but the "soul of music" was there and childhood yearned, 
more than it knew, to grow up to it. At least one of the 
hymns of history should be sung in every worship period of 
the Sunday School. Gospel songs which sing the invitations 
to accept Christ have no place in the customary hour of wor- 
ship. To sing invitations when no acceptances are looked 
for, provided for or expected, cheapens the force of the invi- 
tation and hardens hearts against its unique significance. 

89. Special Music. Sunday School pupils are the most ap- 
preciative audiences for the best singing to be had. Adult au- 
diences will compare one singer with another on the basis 
of various pleasing qualities. Childhood takes its joy direct. 
Its happiness is unqualified. Church services might well 
abandon, if need be, their moderate enjoyment of "special 
music" entertainment, and pay their soloists, qu-artets and 
various artists to sing and play for the exuberant enjoyment 
and real religious culture of the youth. The public schools 
are far in advance of the Sunday School in provision for 
musical expression and nurture. The use of music in the 
Sunday School is the highest to which the science and art 
can be put. 

90. The Sunday School Musician. The most intelligently 
religious musician in the community ought to be placed in 
charge of the development of music in the Sunday School. 
Nothing, either vocal or instrumental, is tolerable in the 
school, except it minister directly to the worshipful atmos- 
phere of the occasion, express the spirit of address to God, 
or illumine, from the devotional side, the lesson theme of the 
day. The musician will closely scan the lesson development 
of the year, the quarter, the month, and the day. He will 
adapt the selections to the motif of the worship and instruc 

42 



THE TEACHER-TRAINING HANDBOOK, 

tion. He will submit to the superintendent and pastor the 
selections he has made for their approval and education. He 
will help to do all to the glory of God. 

91. The Graded Sunday School. One of the chief reasons 
for dividing the Sunday School into at least three distinct 
and separate departments, the Primary, including the Be- 
ginners, the Juniors, and the main school, is in the necessity 
to adapt the acts of worship as well as the facts for instruc- 
tion to the distinct periods of mental development. The little 
ones ought not to be kept present and quiet while adult 
worship, wholly beyond their experience and understanding, 
is being conducted by adults for adults. Let the little ones 
assemble by themselves, learn the spirit and acts of worship 
adapted to them, and have their own work of Graded Lessons 
by themselves. Church architecture is already being com- 
pletely changed to meet these imperative needs of God's 
little ones. Less money spent on the comfort and entertain- 
ment of adult worshippers and more on the moral and spirit- 
ual culture of Christ's little friends will yield amazing har- 
vests of eternal wealth. 

Review Questions. 

Describe the purpose of singing words rather than speaking 
them. (84.) 

Why is it worth while to learn musical interpretation? (85.) 

What is the relation of worship to religion? Of music to 
worship? Why ought devotional music to be highly prized? 
(86.) 

Mention some abuses of music in worship. (87.) 

Illustrate from experience and observation the love of chil- 
dren for good music. (88.) 

How may the local standard of Sunday School music be 
raised? (89.) 

Give some qualifications of a good choirister. (90.) 

If your school is not completely graded please explain to 
Christ why it is not. (91.) 



43 



THE TEACHER-TRAINING HANDBOOK. 
PART II.— STUDIES IN HUMAN NATURE. 



FOREWORD. 



Study of religious psychology is one subject wherein teacher 
and pupils may properly grow enthusiastic. Every vital truth 
may be verified in the laboratory of life. A family of chil- 
dren or a class of little Sunday-school friends affords the 
best possible opportunity to put every statement to a living 
test. 

In this section th^ study is limited to a study of the mind. 
The use of this study in teaching will be made apparent. 
The science and art of teaching are built on the discovered 
laws of the mind. Clearly, the foundation of all teaching 
Is in the mind itself and the fixed modes of its operations. 

The development and application of the instinct of per- 
versity, as made in this work, is a definite contribution, so 
far as the author knows, to the science of religious psychol- 
ogy. Those who are interested in the "Boy" may find helpful 
suggestion for independent investigation. 

With the prayer that these studies in life may be helpful 
to both parent and future parents and teachers, this subject 
and the treatment of it is sent forth. 



Lesson 11. — The Pupil 



"He himself knew what was in man." 
1- The knowledge which our Lord had of man made it pos- 
sible for him to be a perfect teacher of men. His knowledge 
- of God was what man most needed to know. That will al- 
ways be the greatest human need. To know the truth of Gk)d 
as it is in Jesus is the one secret of human usefulness and 
happiness. God has given no more sacred trust to his crea^ 
tures than to pass on from heart to heart, from those who 
know it to those who have a right to know it, the precious 
secret of Christian faith and hope and love. To become a 
"faithful steward of this trust" it is necessary to know not 
only the truth himself through religious study of the Bible* 
and practice of the new life in Christ, but also to know more 

45 



THE TEACHER-TRAINING HANDBOOK, 

perfectly the mind which must appropriate this Truth and the 
process by which the mind of man is both informed and en- 
riched. 

2. It is not necessary tbat every parent and teacher shall 
6e expert in the knowledge of psychology, the science of the 
mind, nor that they shall be skilled in pedagogy, the science 
of teaching. It is true, however, that there are no more vital 
and more fascinating studies than these sciences. It is also 
true that intelligent parenthood demands a knowledge of the 
life within the body as well as of the body which must be 
fed and sheltered and protected. The growing and wide- 
spread interest in child study and in the phenomena of human 
life will transform much parental drudgery into delight and 
hasten the day when a far more perfect manhood and woman- 
hood than ours will inherit the earth. It may be, too, that 
Grod is using the too-frequent 'anguish of parents over the 
waywardness of boys and girls to usher in a period of more 
intelligent fatherhood and motherhood than the race of man 
has yet known. 

3. A science of human life is possible only because both 
body and mind are subject to fixed laws of being and of 
growth. Since these laws, many of them, may be known, it 
is becoming more and more inexcusable for those who are 
entrusted with the sacred stewardship of calling life into be- 
ing and of instructing it for service, to blunder ignorantly 
and blindly to unhappy results. Opportunities are multiply- 
ing so rapidly to acquire sufficient knowledge of the fixed 
laws of the mind and of the body, that intelligent skill in 
guiding life to right action is within the reach of all. A dis- 
couraged mother said piously, "I have turned my boy over 
to the Lord. He'll look out for him." She ignored the fact 
that the Lord had turned the boy over to her and her hus- 
band. 

4. There are many pressing incentives to a better under- 
standing of the mind and its processes by Christian parents 
and teachers. The need of the world for religion was never 
more urgent than now. The demands of pagan nations for 
Christian teaching are insistent. A prominent missionary 
declares, out of wide knowledge of conditions in many na- 
tions, "God is getting in a hurry that all men shall know 
him through his Son.*' Our nation is rapidly becoming pagan- 
ized in all its institutions. A new, more vital and more pow- 

46 



THE TEACHER-TRAINING HANDBOOK. 

erfiil acceptance and application of Christian principles in 
human living are demanded for the life of the church, the 
home, the nation, and the world. The church and the home 
are the only institutions which can teach the Christian re- 
ligion. In the absence of intelligent Christian parents to teach 
the vital truths of Christianity, the Sunday School teacher 
becomes the only remaining bulwark of Christian civiliza- 
tion against the subtle and insidious influences of Paganism. 

5. Coming closer to the relation of religious teaching and 
knowledge of the mind, it must be known that the issues at 
stake are the most profound, vital and significant in the 
world. All else is of secondary importance. Then, again, chiM- 
hood is the period when unformed life is forming. If it is 
deformed through blundering mistake or thoughtless neglect 
it is eternally marred. The whole formative period of human 
life is very short at best. It is divided into distinct periods 
of differing capacities to learn and to acquire. Probably nine- 
tenths of all the average person learns in a lifetime is learned 
between the close of the fourth and the close of the twelfth 
year, and by far the greater part of this is learned through 
the eyes. 

6. The most fruitful study of nature is the study of human 
nature. A great scientist declared that he was reading God's 
thoughts after him.. The highest of God's thoughts and the 
best of His affection, so far as man knows, He has built into 
the constitution of the living organism, the human body made 
alive by a life capable of becoming intimate in companion- 
ship and friendship with Himself. It can be made to seem 
almost blasphemy to turn away from the study of the loving 
Creator's laws implanted in man, His last and highest crea- 
tion, and turn to lesser studies — or none at all. Even though 
the study take conscious effort, time from a busy life, and 
energA' from a burdened mind, the effort, the energy and the 
time cannot fail to be blessed by God in larger and richer 
life to him who studies, and a wider, more helpful and joy- 
ous, because more intelligent, service in teaching Life divine 
to those who are complete only in Him. 

7. The Kind of Knowledge Demanded. The parent and 
teacher must deal with individual life. There are some few 
general laws of the body and of the mind which m.ust be 
known. It Is just as important to know the laws which pro- 
duce the endless differences between Individuals, Only by 

47 



THE TEACHER-TRAINING HANDBOOK. 

such a knowledge is it possible to work intelligently in and 
upon each separate mind and bring to it such aid and guid- 
ance as will bring it to its truest unfoldment and proper de- 
velopment. 

8. General Laws- Some general laws may be stated as 
follows : 

(1). The character and destiny of human life is determined 
by three factors: Heredity, what it is because of its ancestry; 
environment, what it is because of its conditions and sur- 
roundings; and, will, what it is because of Its own choices, 
motives and purposes. 

(2). All human life begins in unconscious imprisonment. 
It is ushered into a physical universe, organized with a phys- 
ical body, and dependent upon the development of the ner- 
vous system of the body for the acquirement and use of 
knowledge. 

(3). Growth, development of body to a fixed standard of 
maturity, and unfoldment of mind to indefinite versatility and 
infinite possibility, is a uniform law. 

(4). Regular periods of physical growth are marked by 
corresponding periods of mental alertness, moral sensibility 
and spiritual culture. 

(5). Each individual of the race is determined by six fac- 
tors: Race, Time, Place, Family, Education and Opportunity. 

Review Questions. 

Why is Jesus a model for Christian teachers? (1.) 

Commit to memory I. Cor. 4:12. (Twentieth Century N. T. 
preferred.) 

Give some reasons why child study may be both pleasant 
and profitable. (2.) 

Would you say that a child is entrusted to parents or that 
parents are entrusted to the child? Give reasons. (3.) 

State as many reasons as you can why child study seems 
to be especially important and timely. (4.) 

Why is child study important to religious teaching? (5.) 

Do you think of God as interested in having his children 
study human nature? Why? CG.) 

Which of the five General Daws given do you consider 
most worth remembering? Why? (8.) 

48 



THE TEACHER-TRAINING HANDBOOK, 

Suggested Reference Readings. 

(Your public library will be glad to put in any books you 
request.) 

Psychological Principles of Education. Home, Chapters 
XXIX to XXXIV. 

The Story of the Mind. Baldwin, Chapters II and VTII. 
Philosophy of Education. Home. 

The Graded Sunday School in Principle and Practice. 
Meyer. Part One, Chapters III to VI. 

Fundamentals of Child Study. Kirkpatrick, Chapters IX 
and XI. 

Jesus as a Teacher. Hinsdale, Chapter XIX. 

Science and Pedagogy of Ethics. Everest, Part III, Chap- 
ters III and V. 

Teachers and Teaching. Trumbull, pp. 105 ff and 138 ff. 

Making of a Teacher. Brumbaugh, Chapter IX. 

Teacher's Handbook of Psychology. Sully, Chapters XVIII 
and XX. 

Thinking and Learning to Think. Schaeffer, Editor's Pre- 
face and Chapters XVI to XXII. 

Talks to Teachers. Jam^s. 

Psychology. James. 

Adolescence. Hall. 

How to Study. McMurry. 

Primer on Teaching. Adams. 



Lesson 12. — Infancy. 



9. Physical Characteristics. At birth the babe is an im- 
mature organism. Its parts are incomplete. Its special 
senses, gateways to the city of Mansoul, are wholly undevel- 
oped. It has no consciousness, no senses. It has grown many 
million times as large as the germ cell where it started. Its 
physical growth, rapid and uniform, will be its sole occupa- 
tion for some months. The sense of touch in the delicate 
surface of the lips seems to be the first channel of communi- 
cation between the new life and the world it has entered. 
That same channel of communication continues to be a fav- 
orite means of getting acquainted with things. Indeed, put- 
ting things into the mouth becomes a life habit with some 
people. 

(4) ' 49 



THE TEACHER-TRAINING HANDBOOK. 

10. Irregular Growth. If all parts of the body developed 
in like, or equal proportion, from infancy to maturity, the 
adult would be a monstrosity, by our present standards. The 
ratio of growth of different members is about as follows: 
Vertical length of head, 2 to 1; length of body, 3 to 1; length 
of arm, 4 to 1; length of leg, 5 to 1. These tables of com- 
parison would be merely interesting were it not that they rep 
resent a corresponding disproportion in the rates of growth 
of different activities of the mind. It must be noted, too, 
that just as the body has need of nourishment for its normal 
growth, each mental trait has need of nurture for its normal 
development. 

11. Intellectual Characteristics. During the first period 
of its career on earth the child is dominated wholly by its 
Instincts. As its consciousness wakens into activity, the child 
finds itself already heir to a dominant and all-encompassing 
selfishness. Not the moral selfishness of later years, to be 
sure, but a real, imperious and pervasive selfishness, never- 
theless. If the parents be indulgent subjects to the new ruler 
in the Kingdom of Self, the ruler will quickly learn that tears 
and yells are the scepter by which it exacts subservient com- 
pliance to its whims. If the misguided indulgence be con- 
tinued, a vicious habit is fixed. If the child be a male it will 
continue the y^lls, more or less, throughout life. If it be not 
a male child it will probably leave off the yells. In either case 
it will be selfish. 

12. The Beginners' Period. The child between the ages 
of three and six is a creature of impulse. Its use of the 
special senses is only partial, its command of itself through 
the motor nerves is scarcely begun. The feeling world of the 
child is vast. It has just begun to gather the raw material of 
its thought life. Its will, the power to make independent 
choices and decisions is wholly lacking. It acts by impulse, 
moves by impulse, and changes its feelings like the fluttering 
flight of the butterfly. These fitful conditions are proved by 
observation and by the fact that memory, a continuous record 
of one's past experiences, rarely ever reaches back earlier 
than the fifth year. 

1^ Beginners' Needs. There are two conspicuous needs 
of this early age which parent and Christian teacher need In- 
ttHigently to meet. 

10 



THE TEACHER-TRAINING HANDBOOK, 

(a) Education of the special senses. The mental images 
formed in the mind as a consequence of sensation are the raw 
material of thought. If the special senses do not make clear- 
cut, distinct, accurate and full reports to the mind, that mind 
will never be able to think clearly, fully and accurately. To 
leave the senses untrained and undisciplined is far worse than 
to cause an arm or a leg to be undeveloped. To be a per- 
manently crippled mind is indefinitely worse than to be physi- 
cally crippled. 

(b) Education in control of the motor nerves of the body. 
The impulses of infancy are aimless, purposeless and w^ithout 
value except as mere motion. The child has need to be taught 
both to give expression in the best possible way to the men- 
tal images it has gained but also to bring the motions of the 
body under definite control. The incentives to both of thesf 
elements of education are abundant. The parent or teacher 
luay confidently appeal to any and all of the following in- 
stincts: 

14. Play. Aside from the instinct for food and bodily 
comfort the play instinct is most pow^erful and universal. In 
the awakening activity of the special senses, any new sensa- 
tion which does not convey a shock of discomfort rouses the 
play spirit. Let the lights suddenly go out in home or church. 
Instantly, children, and all in whom this fact of infancy per- 
sists, will laugh. They are not laughing at the dark. The 
unexpected sensation appeals to the instinct of play. 

15. Imitation. This is apparently a form of the play In- 
stinct. The presence of a new object, of new motions or 
new forms and sounds, before the senses of sight and hear- 
ing, create a definite impulse to reproduce the form or motion, 
the sight or sound. This instinct to recreate or react the 
mental image in the mind is the most potent resource of 
parent and teacher. It also shows most emphatically the 
necessity of right living in the presence of imitative child- 
hood. 

16. Curiosity. This instinct does not belong wholly to 
childhood. Show windows and the art of modern advertising 
exist in recognition of this fact of psychology-. But the child 
begins in blank ignorance. It knows nothing. It has every- 
thing to learn. It must first learn each separate object by 
itself. It must begin the purely inner process of uniting the 
mental images caused by different sensations into a new kind 

51 



THE TEACHER-TRAINING HANDBOOK. 

of mental image. Illustration: The images occasioned in 
the mind by touching an orange, smelling it and tasting it will 
be brought together and combined into the image, orange. 

17. It will also soon begin to note relations between ob- 
jects, such as the large, soft, red ball and the small, hard, 
white ball. But this mental habit of classification according 
to laws of association, and that of forming concepts out of 
precepts, must be built upon a widening knowledge of single 
sense objects. 

18. Now God has so fashioned the mind that the instinct 
of curiosity in the child seeks only the superficial qualities 
and attributes. The child wants to know only what things 
are, how they happen to be what they are, and what they can 
be used for. Fortunate indeed is that child whose natural and 
normal curiosity does not wear out the patience of parent and 
teacher. Any child who can be brought to the High School 
age knowing things, the real things, the real things as they 
are, and not merely the names of things, or menial images of 
things which do not at all correspond to the real things, such 
a child is equipped far beyond the average with chart and 
compass for a successful voyage of life. 

19. Self-interest. Bear in mind that the selfishness of 
childhood is not immoral, but non-moral. It is the selfishness 
of moral irresponsibility. It is the natural response to the in- 
dividualistic instinct. Appeals to sense gratification or to the 
play instinct are a subtle and irresistible form of inducing right 
conduct. A promised pleasure, a picnic, or a gratification of 
the sense of taste will often afford an incentive to conduct 
covering a considerable period of time. While the period of 
dominance of the sense of taste is short, being confined to a 
few years in childhood, one sex builds confidently on the per- 
manent power of appeal by ice cream sodas and bon-bons 
through an extended period of life. 

In all cases, however, wise appeals to self-interest in lines 
of personal enjoyment and gratification may be used to in- 
fluence right habits of thinking, feeling and acting. When 
habits of right conduct are to be created, Kirkpatrick's Law 
is valid. ^'Be sure to secure right action even If a loW motive 
must be appealed to, but always appeal to the highest motive 
that will be effective." 

20. Perversity. The instinct of perversity is ignored by 
m-any psychologists. To ignore its presence and power may 

52 



THE TEACHER-TRAINING HANDBOOK. 

be a fatal mistake of parent and teacher. The little child will 
sometimes look you squarely in the eye and proceed to do 
precisely the opposite from what you have commanded. The 
instinct begins feebly to manifest itself almost with the be- 
ginning of self-conscious conduct. It is apt to grow in strength 
with passing years. So subtle is it that the instinct some- 
times overrides one's own judgment and better sense. Ap- 
peals to ordinary incentives are commonly impotent. Un- 
guided and unrestrained perversity is ruinous to happiness 
and usefulness. Guided and controlled it becomes the main- 
spring of discovery, of inventive genius, and of resourceful- 
ness. Clubbing a child for perversity is a public confession 
of blindness and imbecility. The domination of life by the 
combined instincts of self-interest and perversity constitute 
sin. The most tragic narrative of religious psychology is the 
seventh chapter of Romans. ''There was a time when I my- 
self, unconscious of law, was alive; but when the Command- 
ment was brought home to me, sin sprang into life, while 1 — 
died. Thank God, there is deliverance through Jesus Christ, 
our Lord!" V. 9.25. The instinct of perversity must be in- 
telligently regarded and used by parent and teacher. There 
is but one certain control of it — the love of Christ. 

Review Questions. 

Trace, from your own observation if possible, the ways in 
which intelligent life begins to manifest itself in the child. 
(9.) 

A babe's body may be fed with a spoon, or otherwise. How 
can parent or teacher feed its mind? (10.) 

Look up dictionary definitions of instinct and intuition. 
How do these differ? 

How does impulsive action differ from restlessness? (12.) 

Why may "stupidity" be due to physical defect, such as 
poor sight or hearing? 

How far may parents and teachers be blamable for a child's 
inability to think clearly? (13.) 

How may the play of childhood be m-ade anything more 
than mere entertainment or amusement? (14.) 

Illustrate from your own experience the power of imita- 
tion as an incentive to conduct. (15.) 

What distinguishes childish curiosity from mature desire 
to learn? (16-18.) 

63 



THE TEACHER-TRAINING HANDBOOK. 

Illustrate from your observation the power of "taste" 
gratification as an incentive to conduct. (19.) 

How have you succeeded to bring your own **instinct of 
perversity" under complete control? 

How can you help childhood to gain better results in this 
control than most of their elders have attained? (20.) 



Lesson 13. — Childhood Unfolding. 



21. There is no drama so fraught with intense interest to 
the intelligent spectator as that of the unfolding out of un- 
consciousness of a human life. The drama becomes more 
significant as the part which the spectator may play is dis- 
closed. The part of interested spectator merges into that of 
an actor whose skillful contribution to the plot becomes of 
vital consequence to the success of the unfoldment of life. 
Parent and teacher have a vast advantage in experience over 
the child. If their own memories of earliest childhood were 
keen and vivid, they could read out of their own conscious- 
ness far better directions of what to do and how to do it, than 
could possibly be written in any book on child study. The 
good impressions m'ade on their own lives by others, the mis- 
takes through neglect or ignorance or indifference, would con- 
stitute a most vital and valuable guide book of parent train- 
ing and teacher training. In the absence of such memories, 
text-book suggestions and guidance ought ever to be supple- 
mented by close, intelligent, sympathetic and accurate study 
of the book of judgment the child is writing in the timeless 
records of its own soul. 

22. Trust. The affectionate nature of childhood is built 
on instinctive, unquestioning, unreasoning and absolute trust. 
To the child the parent occupies the place in its life where 
God in Christ ought some day to abide. The only thought a 
child oan frame of God is a concrete image of someone who 
loves like mamma loves. The child mind enshrines parents 
Instinctively in the throne room of its being, even though — 
Oh! the pity of it! — so many parents are so unlike God, so 
much more unlike Him than they need be and ought to be. 
So far as the child's capacity to think and to love is concern- 
ed, it is willing to admit the teacher to the same sanctuary. 

64 



THE TEACHER-TRAINING HANDBOOK. 

23. Love. The love of childhood is a personal and intui- 
tive affection expressing likes because of congenial qualities. 
It knows nothing of inner hidden qualities yet, and is in- 
capable to know the love which is a continuous act of the 
will and which rises wholly above the region of likes and dis- 
likes. Higher and more potent than all the physical and 
mental characteristics of its new being, a child's love is the 
supreme agency through which it may be informed and en- 
riched for its journey to eternity. 

24. Fancy. Dependent upon its experience with objects 
in the world, and closely interwoven with its affectionate 
n'ature of trustful love, lies the wonderland of Fancy, the 
make-believe world v/hich constitutes so much of childhood's 
reality. Imagination and fancy rise from the same basis in 
the mind, but they differ greatly. Imagination presents be- 
fore the mind its own images in proper proportion. Fancy 
presents before the mind its own images in grotesque dis- 
proportion. Imagination is the work shop of constructive 
thought. Fancy is the playroom of the mind where it creates 
Its own toys and gives full vent to sportive joy by tossing 
them at random. Imagination cherishes relevant ideals. 
Fancy creates the irrelevant and impossible. 

25. A Warning. Parents and teachers must come to rec- 
ognize the fact that the subjective creations of the mind are 
as real to childhood as the mental images caused by sensa- 
tions. The child has to learn to distinguish between these 
two kinds of images. To accuse a child of lying is most often 
a moral outraj^e. The conscious deception of wilful falsehood 
is a later factor, developed at first by conscious effort. To 
attribute immorality to non-moral immaturity is a grievous 
and pregnant wrong. Its apparent untruths are often expres- 
sions bom out of unguided fancy, sometimes bom out of the 
instinct of perversity, sometimes based in confusion of its 
own mental images, but never out of reasoned effort to de- 
ceive. This quality of falsehood is of later development. 

26. Religious Teaching of Beginners. The physical un- 
maturity and growth of infancy, its mental characteristics, im- 
I>erfect mental images, instincts of play, imitation, curiosity, 
self-interest, perversity, trust, love and fancy, are the bases 
on which intelligent parenthood and pedagogy will build. The 
religion of a mature mind is wholly impossible to it. Its 
relig:lon, Indeed is simple love. In getting its conceptionB of 

55 



THE TEACHER-TRAINING HANDBOOK, 

God from parent and teAch^r it is getting in mind the ideas 
which will draw it toward Him or repel it from Him. 

27. The processes of the religious teaching of children are 
different from those of instruction. The impressions the child- 
mind absorbs from the voice, appearance, manner of doing 
things and methods of worship are indefinitely more signifi- 
cant and more permanent than any truths which may be spok- 
en to it. The Christian character and conduct of parent and 
teacher is the most important factor in the religious nurture 
of the child. Child life i» too fresh from the hands of the 
Creator to be deceived by the artificiality and hypocrisy which 
may fool older people. Sincerity, sincere love of Christ, sin- 
cere reverence for God's worl^ and for holy things, sincere 
gratitude to God for his goodness and love, sincere sympathy 
for childhood in its vast task of learning itself and the uni- 
verse — these are the things which create the religious atmo- 
sphere of home and school, and without which the child's 
impressions will be faulty, its life m'arred, and Its character 
less than its best. 

28. It is true, doubtless, that "he most represents sin who 
most misrepresents God." So easy is it to impart to children 
ideas of God whicii are false and vicious, ideas they will be 
compelled to unlearn. It is impossible to give to the child 
any idea of God which will be adequate for its maturer and 
deeper reflections. But an inadequate idea is vastly different 
from a false and vicious one. A teacher petulantly said to the 
most restless of a class of about twenty little ones: "Vivian, 
ii you don't sit still and behave yourself, God will bum you 
up." The child went home sobbing in terror. Heedless lack 
of self-control by parent and teacher may so shape the first 
ideas the child forms of God into hideous perversions of "the 
God and Father of our Lord, Jesus Christ. 

Review Questions. 

In what way would a memory which reached back to the 
beginning of consciousness be helpful to parents and teacher? 
(21.) 

Illustrate from observation the implicit trustfulness of a 
little child. 

Describe the love characteristic of childhood. (23.) 

Illustrate from experience or observation the fancy of 
early youth. 

56 



THE TEACHER-TRAINING HANDBOOK. 

Distinguish between fancy and imagination. (24.) 
Is it true that children are "little liars" by nature? (25.) 
If this were true, what would it imply? John 8:44. 
Why is it important that a child's first conception of God 

should be a true one? (26.) 

What differences can you mention between "character 

through impression," and "knowledge through instruction"? 

(27.) 

Illustrate the difference between a false idea of God and 
an inadequate conception of Him. (28.) 



Lesson 14. — The Primary Pupil. 



"Jesus called a little child to Him, and placed it in the mid- 
dle of them, and then said: 

"I tell you, unless you change and become like little children 
you will not enter the Kingdom of Heaven at all. Therefore, 
anyone who will humble himself like this child — that man shall 
he the greatest in the Kingdom of Heaven. And anyone who, 
for the sake of my Name, welcomes even one little child like 
this, is welcoming- Me. But, if anyone puts a snare in the way 
of one of these low^ly ones who believe in Me, it would be best 
for him to be sunk in the depths of the sea with a g-reat mill- 
stone hung- round his neck. Alas, for the world because of 
such snares. There cannot but be snares; yet, alas, for the man 
who is answerable for the snare!" (Matt. 18:2-6. Twentieth 
Century N. T.) 

29. Physical Characteristics. The body of the infant 
grows with but little change through the years from six to 
nine. Because of exercise of the motor nerves a better and 
surer control of the muscles by the mind is established. 
There is a superabundance of physical energy which must be 
expended. Sometimes it is best that this should be done for 
definite ends and under direction. Sometimes it is best that 
the aimless, tumbling romp should be allowed to do for the 
body what fancy does for the mind. The attention of parent 
and teacher needs to be fixed on how to use the busy activi- 
ties of the body for religious nurture, and not how to repress 
them and keep the child quiet. A great leader has wig^ely 
said: "God has filled the young body with ten thousand 
nerves to keep it wriggling but not one nerve to keep it 
still." 

30. Mental Characteristics, Exercise of the special senses 
has imparted skill to the mind in forming percepts, mental 

57 



THE TEACHER-TRAINING HANDBOOK. 

images of concrete objects. The attention, however, natur- 
ally shifts quiclily from one object to another. It takes wise 
teaching to hold attention fixed upon any one object sufficient 
ly long to create images of details. New objects, old object& 
which have wal?:ened pleasurable interest in the mind, new re^ 
lations between objects; objects which move, do things, are 
alive and al^rt; objects of pleasing form, attractive color, 
graceful movement; objects which can be handled, arranged, 
disarranged and rearranged — always objects which quicken 
new images or new combinations of older images in the miad 
are centers of interest. 

31. Alertness. The child's fund of knowledge and its ca- 
pacity to acquire and use Iniowledge are almpst universally un- 
derestimated by parent -and teacher. In every waking 
moment, the mind is alive, alert, learning. At home, at school, 
on the street, everywhere and all the time the mind is grip- 
ping new facts, grasping after new sensations and grappling 
with new energies within itself and in the world of its ex- 
perience. It is a,t this point that the teacher begins to pos- 
sess a marked advantage over the parent as an instructor. 
The parent cannot dissociate the boy or girl from the little 
child of dependent infancy. The teacher is not handicapped 
by this fact of former association but deals with the pupil as 
it is and on the basis of what can be discovered of its knowl- 
edge, its interests, its abilities and its capabilities. There is 
a psychological reason why the home needs the help of the 
state and the church to supplement its efforts to educate its 
youth. 

32. Memory. Memory is the power of the mind to retain, 
re-collect, re-present, and recognize facts of its past experi- 
ence. This definition is to be prefered over the one — charg- 
ed to a boy, as usual — that "memory is the thing one forgets 
with." However it be defined, it is one of the most wonder- 
ful powers of the soul. Only by it is conscious personal iden- 
tity possible. Only because of it is home, church, society, 
state — -all group life possible. It comes into activity just be- 
fore the primary period. It quickly reaches intense capacity. 
It is the storehouse of the mind and its early contents are the 
most abiding possessions of the life. When the bare facts of 
memory and its functions are related to the pedagogical prin- 
ciple, "there is no permanent impression without definite ex- 
pression," a great opportunity of parent and teacher is at 
once made clear. 

58 



THE TEACHER-TRAINING HANDBOOK. 

33. Imagination. Imagination is the power of the mind 
to reconstruct its images into new forms of thought. It be- 
gins to replace fancy as the powers of the mind become de- 
veloped through exercise. By imaginatioh only does the mind 
create within itself, out of its contents, the ideals by which 
character is formed and conduct controlled. It is indispen- 
sable to a balanced and ordered life in religion, business, and 
all human associations. Some ignorant men affect to despise 
imagination, calling men visionaries and dreamers who pos- 
sess and use it. Unimaginative business men are mere clods, 
plodders in working out the "dreams" of others. Visionless 
leadership is the chief obstacle to religious progress. Because 
of its importance every encouragement and stimulus should 
be given to the faculty of imagination in pupils. AH teach- 
ing of primary pupils should be so ordered as to make con- 
stant appeals to it, and regulate its -action wisely. 

34. Religious Ideas in the Primary Age. It is impossible 
for the mind of the boy and girl to coiiceive spiritual reali- 
ties other than in terms of concrete imagery. God made the 
mind so. He made the Concrete Image to meet this very 
necessity of the mind he created. Jesus Christ is "the very 
expression of his Being." 

35. Wi^h the quickened activity of the mind to form per- 
cepts; with the growing deflniteness and permanency of mem- 
ory; with the developing power of imagination and the in- 
creasing potency of ideals to shape and fashion character and 
conduct; with these characteristics of the mind-life of the 
primary age in view, the Christian parent and teacher can- 
not but be conscious of three related facts: 

1. A new sense of the manifold wisdom of Gcd manifest 
in the Incarnation. Had Christ Jesus came dowm out of 
heaven a full-grown man of supernal wisdom, his teaching 
could have appealed only to full-grown minds of full-grown 
power. As it is, childhood can pray the prayer of the New 
York boy who said: "Dear Jesus, help me to be the kind of 
a boy you were when you were six years old." 

2. A new sense of the obligation to adapt "the truth as it 
Is in Jesus" to the impressionable, sensitive, concrete imagery 
of the mind of childhood so that its memory and its imagina- 
tion may be quick and eager toward "Him who is the Right- 
ness of God and the Wisdom of God." 

3. A new sense of the duty to make the child's first 
thoughts of God and spiritual realities so true that they may 

59 



THE TEACHER-TRAINING HANDBOOK. 

grow and expand with the development of the mind, and not 
have to he abandoned and thrown away. Childhood comes 
but once. Its memories of happiness and cheer, of joyousness 
and glad delight are the most precious heritage of age. 
Review Questions. 

Suggest two applications of Jesus' words, <at the beginning 
or this chapter, to Christian men who are not active in the 
Sunday School. 

What opportunities does the busy physical activity of the 
pupil's body present to parents and teachers? (29.) 

Why is ''object" teaching especially valuable? (30.) 

Compare the advantages of teacher and narent respective- 
ly. (31.) 

Define memory. (32.) 

What special value is there in making the memories of 
childhood bright and happy? (32.) 

Define imagination. (33.) 

Suggest some ways by which imagination may be culti- 
vated and controlled. (33.) 

What marked advantage does the Christian teacher pos- 
sess over the teacher of any other religion in the world? (35.) 



Lesson 15. — The Junior Age. 



•36. Physical Characteristics. The buoyancy and energy 
of the preceding period are porceptibly increased in the years 
from nine to twelve. During this period there is a gradually 
increasing proportionate quantity of blood in the body. About 
the close of the period the temperature of the body is increas- 
ed fully one degree. The heart beats faster. The body is 
being filled with the elements of growth and transition for 
adolescence. God is beginning to crowd the life with new 
energies and new manifestations of older ones. Incessant ac- 
tivity is the predominating trait. 

37. IVlental Characteristics. Voracity is the one descrip- 
tive term of this age. Insatiable appetite, both physical and 
mental, is conspicuous. Ordinary supply of food does not ap- 
pease the appetite. The eager hunger of the mind is but the 
expression of its capacity of absorption. The adoption of pic- 

60 



THE TEACHER-TRAINING HANDBOOK. 

turesque slang is an effort of the mind to seek adequate ex- 
pression of its new states and emotions. The whole life is 
normally in a turmoil of acquisition and expression. 

38. Sex Distinctions. During infancy and early childhood 
there is no sex consciousness in children and the distinctive 
characteristics are at a minimum. During most of the primary 
period boys and girls will sit together, march together and 
play together with mutual unconcern. During the Junior 
period sex distinctions begin to become marked, and there is 
a corresponding beginning of sex consciousness. The basis of 
1^: is almost wholly the sense of strength and weakness. If 
a girl is able to run, play ball, climb trees and fight, her com- 
panionship is welcomed by boys in spite of her dresses. To 
compel a boy to sit with a girl in school is now a punishment, 
hilariously continued — for a few minutes — by other boys when 
they can get Mm alone. For one boy to call another "girlie" 
is a challenge to fight which is usually accepted promptly, 
regardless of previous instructions. 

39- The Play Instinct. During these years of youth the 
play instinct is at a maximum of power while the work in- 
stinct Is practically nil. In play, attention is fixed on the re- 
sult desired. In work, attention is centered on the process 
demanded. By making wise appeal to the play instinct aston- 
iehing tasks can be accomplished. No mode of maintaining 
a needed discipline over the life is surer of results than such 
a wise appeal. An unwise appeal will meet with certain fail- 
ure and be heralded in derision by the intended victim. A 
wise father used to get vast quantities of four-foot wood saw- 
ed, split and corded by establishing contests of sundry sorts. 
An unwise sister made an unwise appeal to get a bird-cage 
cleaned and was howled to shame in derisive contempt. 

40. The Combative Instinct. If the largest part of a boy's 
life Is dominated by the play instinct, the largest part of what 
Is left is dominated by the instinct to fight. This is a natural 
expression of life and is based in psychological necessity. 
Feminine nature does not and cannot comprehend this mascu- 
line necessity. The superintendent of one of the largest city 
educational systems in the land humorously said that any boy 
who finishes Grammar School with a clean deportment card 
from a woman teacher is spoiled for life. Any boy who re- 
fuses to fight when he ought to fight should be made to fight. 
Boy life is thoroughly understood only by boys. Thev are 

61 



THE TEACHER-TRAINING HANDBOOK, 

the most merciless critics and the best educators of each 
other to be found. The boy of dominant individualistic in- 
stincts and un-mdral selfishness is to be made over into a so- 
cial being, filling his own place in the social scheme of boy- 
hood. He must be "whipped into line." The process is rig- 
orous. None but boys can attend to it. It is no process for 
pink-silk effort with baby ribbon bows for trophies. Except 
in rare instances of cowardly injustice by "big bullies/' inter- 
ference by adults is never wholesome. A social man is in 
process of making. He is indefinitely stronger for the battle 
of his life immediately before him, in adolescence and beyond, 
if he fights his way to his place among his fellows and holds 
It against all comers. Sentimentality should give place to 
sanity in this phase of educating life. 

41. The Social Instincts In the setting of sex distinctions 
and the instincts of play and of combat, the social instinct be- 
gins its sway which shall continue in different forms and with 
varying intensity throughout life. While a desire for com- 
panionship is active in the working out of this sentiment, it is 
certain that the social instinct is to the boy and girl what 
the home building instinct is to the bird, i. e., an irresistible 
compulsion from within to find the highest expression of self 
in that particular activity. Parental moralizing to the youth 
on the necessity of staying at "home with the old folks," is 
breath wasted. Parental wisdom will accept the waking in- 
stinct as a divine impulse, and will use the opportunity to 
help create the best possible society for the gratification of 
the social instinct. 

42. The Instinct of Perversity. Very many misguided ef- 
forts to solve the "Boy Problem" have failed, among other 
reasons, because the presence and power of this instinct is 
ignored or underestimated. To refuse to respond to summons, 
to do the opposite of what is commanded, or to do the deed 
in some other way than the one desired, this is but a mani- 
festation of normal individuality. Instead of punishing 
the child for stubborn obstinacy, wise parents or teacher will 
realize that this instinct guided and directed aright is the 
secret of analytical insight, of successful experimentation, and 
one of the most vital elements of a wholesome career. 

43. !n its relation to the outworkings of the social In- 
stinct, the instinct of perversity produces strange combina- 
tions in boyhood. Fond mothers and fierce fathers are equally 



'rUE TEACHER-TRAINING HANDBOOK. 

disconcerted by the changes which have come over little Wil- 
lie. Instead of enjoying the helpful society of real nice boys, 
Willie prefers to sneak off and into the companionship where 
he is hailed as, ''Bill," or possibly *'Snootsey." Instead of 
finding food for his soul in the charmingly written narratives 
Oi good boys, he chooses to read the worst written narratives 
of the worst citizens in the world. A recent writer puts it 
thus: 

**The normal boy's perversity is heartbreaking. Neither 
parental pleas nor violent nausea can persuade him to let 
tobacco alone. He lugs home greasy copies of worthless nov- 
els with the same cheerful and misdirected industry that a 
pup displays in dragging exhibits from the neighbors' garbage 
cans to the middle of its master's front yard. To correct 
these tendencies our fathers used a lath ineffectually." 

44. It might have been added that while generations of 
fathers have used the lath, or sturdier substitutes, ineffectu- 
ally, they were declaring that the hidden baseness of the boy's 
maternal ancestry was at last cropping out. Meanwhile be- 
wildered mothers were vowing, ''that boy never go£ that de- 
pravity from me. You, sir, from whom he inherited those aw- 
ful tendencies must look after him from this on." Both 
parents are partly right. Every son of man came by direct 
inheritance from the first Adam into the legacy of the instinct 
of perversity. The last Adam is the Deliverer from "this 
tody 01 (-eath." Christian parents chiefly, and Christian teach- 
ers i.artiy hold the key to the solution of the real "Boy" 
problem. 

45. The Moral Instinct. The infant is a non-moral in- 
dividual, wholly devoid of the sense of oughtness. The child is 
told by its elders that certain things are right, other things 
are wrong. Emphasis is usually most heavy on what is wrong. 
The sense of right and wrong is scarcely born in the child 
mind even in the Junior period. What things are right and 
what things are wrong it accepts solely on external author- 
ity, without being able to conceive at all clearly what right is 
and what wrong is. To inhibit a thing as wrong is a chal- 
lenge to the instinct of perversity. The child is moved by 
strong impulse to try the wrong thing at once and find out 
what wrong is. The impulse to the wrong is held in check 
by fear of punishment only. And it is vicious to shield a 
child from feeling the pain consequent upon wrongdoing. On 
the other hand, it is vicious inhumanity in parent or teacher 

63 



THE TEACHER-TRAINING HANDBOOK, 

10 hold a child accountable and responsible according to 
njoral and ethical standards wholly outside the child and un- 
known, even unknowablje by it. The savage brutality of 
parents who punish children to relieve their own anger and 
because they are bigger and can do it safely, leaves stains on 
their own souls for which account must be made to the 
Father of all life. 

46. Ethical Code. The boy's standard of conduct is creat- 
ed out of his several instincts as they find satisfaction and 
gratification or restraint. There is a distinct kingdom of 
boyhood. Its codes and statutes are unwritten. The boys of 
each generation enter into it, are more or less threshed into 
the citizenship of it, pass out of it in the stress period of 
adolescence, and promptly forget its charms and spells, its 
voodoos and shibboleths, its crude morals and its inviolate 
standards of conduct. These standards are based in the boy's 
sense of justice and mercy. Violation of these standards by 
boy or man is an insult never forgotten and rarely forgiven. 
The feliow who cheats other boys (fooling parents and cheat- 
ing teachers don't count) in games is promptly licked — ought 
to be at least. The lad who takes unfair advantage in com- 
petition must run the gauntlet of contemptuous epithets 
voiced so they may be heard in the next county. So noisily, 
crudely and effectually, are being laid the foundations on which 
shortly, a new moral sense may begin the erection of a stately 
mansion of the soul.* 

Review Questions. 

Name some physical characteristics of the Junior period. 
(36.) 

Describe the development of sex consciousness from your 
own observation. (38.) 

Why do some people literally work at their play? How 
could they transform their work into play? (39.) 

Is it right or wrong for boys to fight? When? Why? (40.) 

How does the social instinct operate to develop boyhood 
and girlhood? (41.) 



*A fuller discussion of "The Boy Problem" as related to religious 
thought and life, may be found in the author's study of "Psychology 
in Religious Culture," in the Advanced Course of Teacher Training-, 
published by The Christian Publishing Company. 

64 



THE TEACHERTRAINIlSfG HANDBOOK. 

How may contrariness "be made a valuable life force"? 
(42.) 

Illustrate, from experience and observation, the action of 
life in response to the instinct of perversity. (42-44.) 

What effects follow punishment inflicted in anger? To the 
one punished? To the one who punishes? Why? (45.) 

How far ought adults to respect the ethical standards pe- 
culiar to the Junior period? (46.) 

Why ought special care to be given to the control of 
Junior boys .s.nd girls? (46.) 



Lesson 16. — Authority and Obedience. 



47. Introductory. The periods of life between infancy and 
full maturity are more sharply marked, probably, by the 
changing attitude of the mind toward authority, than by any 
other physical or mental characteristic. Obedience is the 
response to recognized authority. Authority is the right to 
control, to command, to compel obedience. 

48. Infant Period. At the beginning of life there is no 
control over the body by the conscious action of mind. All 
the control to which the little life is subject is wholly outside 
of itself. For a considerable period after consciousness comes 
into being the mind responds to the same external stimulus 
almost exclusively. The gradual development of control of 
the body by the mind through the motor nerves does not af- 
fect the attitude of the mind toward the authority it has in- 
stinctively recognized. The parents will is the supreme court 
of the infant's mind. It recognizes no right of appeal. 

49. Primary Period. The fundamental attitude of the 
mind to external authority broadens but does not materially 
change. If only the authority have been positive and in 
love, the child will have learned that obedience brings pleasure 
and disobedience brings pain and discomfort. It begins to 
learn now a new joy. It feels a thrill of pleasure from the 
bare fact of obedience wholly apart from any reward and 
penalty. Wise parents and primary teachers find this eager 
compliance a most powerful incentive to induce right habits 
of attitude and action. Unwisdom will rob the child of this 
joy in obedience by offering prizes, and holding out threaten- 

(P) 65 



THB TEACHER'TRAININO HANDBOOK. 

ing penalties for obedience and disobedience. Expressions of 
approval and appreciation double the joy and fortify the life 
with habits of inestimable Value for the sharp changes just 
ahead. 

50. Junior Period. The body has now reached a stage of 
tireless energy and of quick motions. The mind is in constant 
nimbleness and alacrity. The feelings are tense, sprightly, and 
c£pabie of receiving abiding impressions. It is in this chaos 
01 thought and feeling that the will, the most Godlike func- 
tion of the human soul, begins to be a more or less conscious 
factor in the life. The attitude of the mind toward external 
authority begins to change. It is God's plan and must be so 
received. 

51. The Will. The will is the power of the mind to make 
choices and d'ecisions. to adopt motives and incentives, to de- 
termine purposes and impulses, and to register these in ac- 
complished deeds, which God himself can not cancel but only 
cleanse. 

52. Conscience. Conscience is the power of the mind to 
approve or disapprove motives which prompt to action. It is 
not a separate organ nor a separable faculty of mind. It is 
integral to thinking, feeling and willing, and its normal action 
depends upon all of these. It begins with consciousness, de- 
velops by education, becomes most sensitive in middle adoles- 
cence, and is fixed by God to be the ultimate and final au- 
thority over life, the authority which man must obey though 
it may lead him away from God and to eternal loss. 

53. Middle Junior Period. A change of attitude toward 
all external authority marks the beginnings of the action of 
will and conscience in the mind. The first manifestations of 
this change, would really seem to obscure 'rather than to re- 
veal the wakening will and conscience. The eager compli- 
acce and joyful obedience is now only on the surface. Obedi- 
ence or disobedience becomes largely a clash of wits. The 
boy will obey if outwitted. He will disobey if he can outwit. 
If squarely caught in disobedience he will squarely own up, 
beg off from punishment if he can, take it if he has to — with 
howls of protest perhaps, but those are only on the outside. 
In his heart, he is secretly satisfied to take what was coming 
to him from prorer authority, and he is prouder than ever of 
the parent who could neither be outwitted as to the disobedi- 
ence nor hoodwinked as to the punishment. With one epi- 

66 



THE TEACHER-TRAINING HANDBOOK. 

sode closed, he opens another at the first opportunity. He 
cannot help it. His life will be largely a clash of wit with 
his fellows, a clash of conscience and will with his God. 

54. Later Junior Period. The power to make independent 
choices and to decide independently on courses of conduct is 
becoming stronger. Quite unconsciously he begins to slip 
away from the surveillance of home and school and into the 
watch care of the police. Not yet is there rebellion against 
the right of parent and teacher to exercise authority over 
him. He does rebel asrain and often ? gainst the exercise of 
authority by any one. When caught he expects and should re- 
ceive punishment. His clash with authority is close at hand, 
but as vet he will accent punishment for disobedience as un- 
questioningly as in early years. His moral sen^^'e is undevel- 
oped. His moral standards are indefinite. His conscience 
seems most exercised over his lack of wit to keep from being 
caught in rebellion. 

55. The junior girl of tiiis period is an entirely different 
being. She is more tractable or indefinitely worse than the 
Junior bov. A wayward srirl is the most nearlv insoluble of 
any human problem. The most pressing need of womanhood 
is vi+oiiv rplpfpc^ hv oortfT-nsf f^^ gyj plement of «^iTlbood whir'h 
is often widelv commended as a virtue. The more sheltered 
and protected life of the girl makes her m_ore readily compli- 
ant in yielding obedience to external authoritv in narent and 
teacher. Sister is held up to brother as a beautiful example 
of dutiful obedience. A few years later, however, and out of 
the clash and shock and crash of conflicting wills and wits 
may emerge "a man who has convictions and a will/' a force- 
ful factor in the world's life, v/hile sister hesitates to buy a 
carpet or a hat without referring the final der>ision to the 
whole family and manv neiehbors. The indecision, v^avering 
indefiniteness and effeminacv of womanhood is merely an un- 
exercised, undeveloped and untrained will. The junior girl 
needs to be forced to make indenendent choices and decisions, 
to exercise moral judgment promptly, to shift the responsibil- 
ity for control to her own conscience and her will. 

56. Will and Perversity. Worried -parent and harried 
teacher would make their task of exercising authoritv simpler 
and surer if they would sharply distinguish betwen a strong 
will and a strong and active instinct of perversity. This in- 
stinct is strongest in the junior period while the will is weak- 

67 



THE TEACHER-TRAINING HANDBOOK. 

est. A stubborn "won't" is a vastly different thing from a 
positive "will/* and needs far different treatment. To control 
junior life and guide it in the right direction is mainly a 
question of insight, quick sight and the unwavering exercise of 
quiet authority. Ignorance of child-life of this age produces 
a tearful impotence and conscious helplessness on one hand, 
or towering wrath armed with a stick, on the other hand. In 
either case it has merely "sent the multitudes away that they 
may go down into the villages and buy bread for themselves.*' 
57. The Coming Change. Quite unconsciously to them- 
selves, and to the unconcern of almost everybody but God, the 
boy and girl have marched up to the threshold of Life. "WTiat 
they have been and what they have done will soon be mostly 
forgotten. The physical organism adapted to child life and child 
knowledge has served its purpose. It will be changed. The 
wakening mind has responded to sensations and impulses 
lx)rn from without, from instincts and intuitions very powerful 
from within. The mind too will be changed. Nearly all the 
functions of mind have been summoned into being and set to 
work. A new moral and spiritual being is now to be wakened 
into life and set to control both body and mind, to use for 
highest ends the knowledsre gained and the new powers em- 
bodied in the changed body. The purpose of the prolonged 
period of infancy, of chansreful childhood, of quiet growth, and 
of turbulent confusion, will be disclosed in adolescence and 
maturity. Without change of conscious identity and personal 
consciousness, the youth shall blossom into manhood, the maid 
shall blush into womanhood. They shall behold each other 
and in their association each shall discover the new self. Face 
to face shall they see Ood. One cycle of human life closes 
that another may open. Manhood and womanhood shall touch 
the living God. His handiwork, the age-old yet ever-fresh and 
wondrous mystery shall reappear through parenthood — the 
miracle of Childhood. 

Review Questions. 

I>efine authority. Obedience. (47.) 

What is the nature of parental authority over the infant? 
(48.) 

Describe the good and harm of prizes and threats as in- 
centives to obedience in childhood. (49.) 

Why does the attitude of the Junior toward parental au- 
thority differ from that of earlier years? (50.) 

68 



THE TEACHER-TRAINING HANDBOOK. 

Define Will. (51.) 

Define Conscience. (52.) 

Is conscience a true moral guide? (52.) 

Illustrate from experience or observation the boy's chang- 
ed attitude toward authority. (53.) 

Why is discipline of special importance in the home and 
school, during the Junior age? (54.) 

Does a girl need all the elements of a strong character as 
much as the boy does? TVTiy? (55.) 

Distinguish between perversity and a strong will. (56.) 

In view of the fact that three-fourths, or more, of the 
Junior boys are lost within two years after leaving the de- 
partment, suggest some ways by which the church and the 
home may be brought closer together in child-study and child- 
saving. 

How much of your own life immediately preceding your 
adolescence can you recall distinctly? (57.) 



Lesson 17. — The Intermediate Period. 



58. Transition. It is understood that the ages of thirteen 
to fifteen are not always coincident with adolescent changes. 
Furthermore, it is recognized that no two lives precisely co- 
incide, either in period of time or quality of adolescent devel- 
opment. Causes, some known and some unknown, so operate 
as to bring the beginning of adolescence into the Junior age 
before the twelfth year in some instances, while in others the 
transition is delayed well into the Senior period. In like 
manner, some youths seem to jump from boyhood well toward 
maturity, changing with startling abruptness, and passing 
through greater transitions in two years than are passed 
through by others in twice or three times that length of time. 

59. Physical Changes. The tissues of the body begin to 
expand by growth of the cells lengthwise. The increased 
quantity of blood and the increased number of both white and 
red corpuscles are the nurture upon which the tissues build. 
The lengthening bones of the trunk and limbs, the enlarging 
muscles and the general rounding out of the framework to 
the contour of maturity are the external features of adoles- 
cence. The changes incidental to this period of rapid growth 

69 



THE TEACHER-TRAINING HANDBOOK. 

make exercise of all the muscles of the body a necessity to 
well-rounded development. The exercise ought to be syste- 
matic, regular, not too exacting and strenuous, and of such a 
nature as not readily to be overdone. An ideal gymnasium 
can be easily provided for boys to fill everyone of these re- 
quirements — and some additional. It is relatively inexpensive 
and can be turned to profit. A pile of red oak sticks cut in 
four-foot lengths, a saw buck and a buck saw constitute the 
best gymnasium ever contrived. It is said to have been in- 
vented by Torquemada during the Inquisition. 

60. Mental Changes. The rapid growth of the body is not 
marked by a corresponding change in mental alertness. In- 
deed, the mind often works more slowly for an appreciable 
period. Sense perception is apt to be slower and less ac- 
curate. The new centers of interest created by physical 
changes, new instincts, and consciousness newly awakened to 
entirely different phases of the universal shift wholly the 
points of attention. More than at any other period of life, 
the mind seems to hunger for stimulus to the imagination. 
Omnivorous reading becomes an absorbing habit. Since broad- 
backed geos:raphies began to be made and until they have en- 
tirely passed out of use, they will be, as they have been, fav- 
orite text books in the public schools. Also innocent school 
ma'ams will continue to wonder why such devoted and studi- 
ous ar>plica+ion to text books can produce snrh wretchedlv 
poor scholarship. But the St. Elmos and Dick Deadeyes will 
continue to be found in desks, under pillows, hid in the hay or 
under beds, peopling the world with sentiment, happiness, vast 
daring and heroism beyond compare. 

61. Sex Consciousness. Coincident with physical change 
toward maturity comes first into being the distinct conscious- 
ness of sex. The first manifestation of it is commonly mutual 
contempt. The boy regards the girl unconsciously as an in- 
ferior animal and worthy only of his superior masculine dis- 
dain. She regards him as about the most horrid creature ever 
made. They are both partly right. They will both wholly 
recover shortly. The sex unconcern of infancy, the free com- 
panionship of early childhood and the qualified companionship 
of the boy and girl have passed away forever. They do not 
understand it. Neither sex knows itself. It is yet more ig- 
norant of the other. Building from an attitude of mutual dis- 
favor and with an all-encompassing ignorance of the most 

70 



THE TEACHER-TRAINING HANDBOOK. 

vital and most powerful life-energies they will ever possess, 
they begin to idealize each other, and so begin to work out 
their destiny. 

62. The Parental Instinct. The bird will build its nest 
it not restrained. It must. The homing pigeon will fly home 
if not restrained. Bees will make honey in the comb. They 
must. The instincts implanted by God are compulsory. Of 
all instincts common to humanity, the largest, most imperious 
and compelling, is the parental instinct. Out of it springs 
conjugal affection — home. The most determinative feature of 
adolescence is this instinct of sex. The control of it, intelli- 
gent stewardship of the holiest function of human life, has 
more to doy— in the Intermediate period — with determining 
strength and weakness, tenderness and savagery, worth and 
worthlessness, happiness and misery, than all other elements 
of adolescence combined. It happens, however, to be the one 
instinct of the race whose functioning is fixed by social cus- 
tom within narrow limits and this long after the instinct has 
reached maximum strength. Man is himself the highest ex- 
pression of the creative energy of God. The last and final 
revelation of God to man is the Perfect Man. The continu- 
ance of God's highest work, the perpetuation of the race is 
the most divine work of humanity. 

63. In view of these obvious truths, it might be expected 
that the meanings and manifestations of the newly wakened in- 
stinct, the sacred significance of it to the individual and to the 
whole of his career in time, would be a most carefully treas- 
ured and accurately taught truth by parents to children, and 
by older friends to younger friends. Doubtless, this ought to 
be so. But it is not so. The knowledge of it is almost every- 
where it ought not to be and almost nowhere as it ought to 
be. The plainest and most necessary facts of being are com- 
monly treated as if decency must hide its head. Meanwhile 
vulgarity, brutality, ignorance, and every ungodlike and un- 
godly passion debase to lowest depths the holiest things of 
God and man. 

64. The time is speedily approaching when criminal 
prudery, whispering guiltiness, or the ignorance of morbid 
sentimentalists will be the intolerable indecencies. Sanity 
must succeed false sentiment. The home must be forced by 
a new social sentiment to summon, if need be, the aid of 
qualified teachers in the church and qualified teachers of the 

71 



THE TEACHER-TRAINIXG HANDBOOK. 

state and prepare the boy and girl for that self-knowledge, 
self-reverence and self-control of their own oncoming manhood 
and womanhood, which shall save both them and the race of 
man. 

65. Innocence and Purity, Innocence knows not good and 
evil. Purity knows both good and evil but chooses to know 
only the good. Innocence never is the state of moral strength. 
The truths which purity has most need to know it has most 
right to know. Teachers of older Juniors and of adolescents 
have no higher obligation resting upon them than to compel 
— if necessary, the parents of pupils to face the responsibility 
of criminal negligence in not teaching their own children the 
moral and physical facts of life. Consultation with any re- 
putable physician, with any judge presiding over juvenile 
courts or divorce proceedings, is all that is needed to make 
the necessity stand out conspicuous, that sane teaching in the 
Junior and Intermediate age is the most crying need of Chris- 
tendom. 

Review Questions. 

Describe some peculiarities of transition from boyhood to 
adolescence. (58.) 

Whv do Intermediates especiallv need physical exercise? 
(59.) 

How may dangers of promiscuous reading be guarded 
against? (60.) 

Describe sex consciousness. (61.) 

^\Tiy is the parental instinct strong? Sacred? (62.) 

Would your own life have been stronger, could you have 
known in the right way and at the right time, the truths about 
yourself and the parental instinct which you had most need 
and most right to know? 

Have you any special responsibility to parents because of 
your experience? (64.) 

Which is better and safer — innocence or purity? (65.) 

If you have no ''Child-Study Circle" in your community 
could you get a Kindergarten or Primary teacher to call the 
mothers together and organize one? 

Why not do it yourself? 

Have you suggested to your pastor or superintendent that 
there is some ''special work" in your church and community 
which nobody but real Christian men can do? Will you? 
When? (62-66.) 

73 



THE TEACHER-TRAININQ HANDBOOK. 
Lesson 18. — Adolescence. 



67. Introductory. The adolescent is the same individual 
but a changed personality every day during a period of five to 
ten years. There is a new body thrilling with new energies, 
new passions, new prowess. There is a new mind. Not a 
mere enlargement of the mind of youth but a really new mind 
having a capacity for new sense perceptions, for new processes 
of thought, for new emotions, for new moral standards, for a 
new conscience, a new will, and new spiritual being. It is 
this manifold fact that establishes a new significance to the 
life emerging from the chrysalis of childhood. Character Is 
formed and personality is determined in the few years of adol- 
escence. Some bases of character are laid in childhood. Right 
habits early formed give the emergent man or woman a valu- 
able advantage. But the man of twenty may differ from the 
boy of ten by a difference immeasurable. 

68. Consciousness of Self. The boy will commence to 
make his toilet without compulsion. Then he will begin to 
buy new neckties, shine his shoes and examine with close and 
secret scrutiny the condition of his upper lip. He has caught 
a new vision. He has begun to see himself. At first he can 
see only the outside of him. That is all he wants to see — yet. 
He wants others to see him, to take note of the fact that HE 
is present. He begins to be sensitive. Sensitive about 'him- 
self and his personal interests. He grows critical. Things 
generally don't suit him. He begins to wonder how father 
gets ahead when there is so much he don't know and see and 
appreciate. He is self-conscious, selfish. But he has not yet 
seen deeper than the mirror refiection of himself. 

69. Development of Sex Consciousness. Impelled by in- 
stinct each sex is repelled by the other — at first. Then her 
presence in the distance commands him to boisterous swagger, 
the exaggerated superlatives of acted picture work. He can- 
not help it. Neither can she. As he approaches she is busy 
looking elsewhere. She does not see him even though he has 
filled her whole horizon. The artless simplicity of her appro 
bation or of her disapproval is her power to lift him or wilt 
him. She does not know it consciously. She knows it in- 
stinctively. It is her stewardship, the mightiest force in the 
universe to lift him toward God or to send him to Satan. 

78 



THE TEACHER-TRAINING HANDBOOK. 

70. Arrested Development. The combination of sex con- 
sciousness and the new consciousness of a physical self of 
growing energy impels the young man with constant force to 
get out and do something, to get a job, to quit school, to be 
independent of parental support, to begin to enjoy life on his 
own account. Aside from economic necessity there are two 
conditions, either of which would make it advisable for the 
young man to be permitted to ''get the job." 

1. If he be by nature more muscle than mind time spent 
in education will be wasted. 

2. If he be a moral pervert by nature, education would 
only train a rascal for more dangerous villainy, and would be 
worse than wasted. 

71. This juncture in a young man^s life is the first crisis 
of a series in each of which each individual must decide for 
himself the most momentous question of human life: "Will 
I serve my body or shall my body serve me?" On the answer 
to this question hang the issues of life and destiny. It was 
precisely this inevitable act of will which confronted the first 
Adam in the garden, and the last Adam in the Wilderness of 
trial. If the young man decides in favor of serving his body, 
he arrests the processes of his development by act of his own 
will, and he goes out into life less than his best. 

72. Social Consciousness. The combination of sex con- 
sciousness and the consciousness of an independent intel- 
lectual self capable of instituting comparisons and forming 
judgments impels the young man to create a new society of 
which his new self may be a part. Complete segresration of 
the sexes at this period is plainly contrary to God's plan. 
Young people are spiritually timid in the presence of their eld- 
ers. They naturally confide in each other. A young man needs 
the companionhip of a good young woman. It may be the most 
potent force in the world to inspire him to purity of manhood. 
The young woman needs the companionship of a good young 
man. It is normal, natural and right. But the unguided, un- 
guarded and unprotected association of adolescents is a sorry 
commentary on our so-called Christian civilization. 

73. Altruism. The development of the sense of obligation 
to serve humanity is, in large measure, an outgrowth of the 
social consciousness by which each sex seeks instinctively the 
companionship of the other. Unguided by wise counsel the 
young man will be drawn to the young woman of most strik- 

74 



THE TEACHER-TRAINING HANDBOOK, 

ing appearance physically. On her part, the young woman 
would prefer a young man who needs reforming. There is 
plenty of him. Therein lies her danger. But under right 
guidance the association of the sexes hastens the development 
ot the altruistic sentiments, the sense of "Otherism." To- 
gether they plan service more wisely than when associated 
separately by sex. Together they engage in social service 
with greater profit to themselves and more advantage to so- 
ciety. Here is the field of Christian Endeavor. 

74. Consciousness of God. Under normal conditions, with 
the atmosphere of a Christian home and true teaching through 
the different periods of childhood and youth, it is the one in- 
evitable result, that the life unfold into Christ, the Saviour, 
just as the flower unfolds into the sunlight. To force child 
conversions by the methods common to adult evangelistic ap- 
peals, is an outrage on childhood and a shame to the church 
which permits it. When a child wants to become a Christian, 
whether in the Junior period or later, it may have a truer 
faith, a keener insight into spiritual realities and a more sin- 
cere desire to obey Christ than most adults may ever know. 
Such children ought never to be forbidden. Neither ought 
they to be forced. With Christian teaching, patient impart- 
ing of true impressions, and spiritual readiness by parents 
and teachers, the life will respond to the definite impulse of 
the consciousness of God, about the Intermediate age, and 
naturally seek the obedience of faith which works by love. 

75. The Power of Ideals. The adolescent age is pre-emi- 
nently the period of constructive and creative ideals. The 
concrete images of childhood no longer satisfy the mind of a 
growing life. The ideals of the young woman are based in 
her large sympathetic nature and cluster inevitably around the 
personal associations wherein helpful service and loving sac- 
rifice find best expression. Woman's business on earth is 
mainly with persons. Man's business is more with principles 
of thought and action. This sex distinction of the mind is 
vital to an understanding of the difference in ideals, in proper 
appeals, in religious expression and experience of the two 
sexes. 

Review Questions. 

Mention some differences between the adolescent mind and 
that of childhood. (67.) 

75 



THE TEACHER'TRAimNQ HANDBOOK, 

Illustrate the beginnings of the Consciousness of Self. (68.) 

How does sex consciousness first affect life? (69.) 

Do you believe in universal compulsory education by the 

State? Why? (70.) 

What is the first crucial question thrust before the will? 

(71.) 

Give some reasons for and against co-education. (72.) 
How does altruism differ from social consciousness? (73.) 
Ought children ever to be forbidden by parents to unite 

with the church? Tell why? (74.) 

What ideals, if any of your own early adolescent age can 

you recall? Do you still have them? Why? (75.) 



Lesson 19. — Senior Age. Tragedy. 



76. Nearly eighty out of each one hundred who become 
Christians do so between the ages of thirteen and eighteen. 
Nearly the same proportion of criminals tried by our criminal 
courts are between the ages of fifteen and twenty-one. Fully 
ninety per cent of church membership comes from the later 
Junior, the Intermediate and the early Senior pupils of the 
Sunday School. From sixty per cent to eight-five per cent of 
Sunday School enrollment does not enter Christian service 
in the church. More Christian faith is ship-wrecked in the 
period of adolescence and early maturity than at any other 
stage of the mind's life. These statements are tragic, preg- 
nant with meaning, and full of vital significance to every 
lover of men, of homes, the church, and human welfare. 

77. The Stress Period. Adolescence has well been called 
the stress period of life. It is comparatively easy to describe 
it so, to descry symptoms of the stress, and to deplore the 
wreckage of faith, hope and love which follow in its train. 
It is a vastly different and far more important matter to ex- 
amine patiently into the mind's condition and activities, to at- 
tempt to comprehend the real problem, and intelligently to 
help on the solution of it. It is the real work of teacher train- 
ing to do this. 

78. Some Preliminary Considerations. It is an open 
question if there is a fundamental sex difference between 
minds, aside and apart from the signs of sex found in the 

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THE TEACHER-TRAINING HANDBOOK. 

body. However, that may be it is certain that there is a 
radical difference. The modern awakening of masculine inter- 
est in the church and religious enterprises will compel the 
church to a more intelligent apprehension of this difference. 
A reorganization of church work so as to incorporate the 
masculine element elsewhere than in the pulpit is already be- 
ing undertaken. 

79- Contrary to popular misconception, the life of woman 
is simpler, more open, and more readily understood than is 
that of man. The feminine mind responds more readily to 
the stimuli of the elemental instincts and sense perceptions. 
Man creates the sense gratifications of flavor, fragrance, har- 
mony of color and sound, and texture. Woman appreciates 
them when created more than man. Feminine conclusions are 
intuitive. Her feeling world is dominant. Being concerned 
mainly with persons, the characteristics of social and associa- 
tional life predominate. If a woman dislike a person, no 
speech nor sermon nor other act by that person can please her 
or give her enjoyment. In nearly all these qualities, the mas- 
culine mind is in sharp contrast. There is no basis for com- 
parison of better or worse between these tendencies. Each 
is best in its place. God seldom turns out mannish women or 
feminine men. 

80. Differences in the Tragedy of the Will. "Will I serve 
my body or shall my body serve me." Sowing to the flesh or 
to the spirit, in some form or other this question must be 
answered, by each young man and woman. By the woman, the 
question will be answered according to the mode in which 
the problem is addressed to her nature. The love of the 
Saviour, the nearness of a Helper who always understands, the 
sacrifices which Christian service demand, the opportunity to 
serve Christ by saving men, against such appeals the heart of 
the young woman cannot remain unmoved. For the most part, 
these appeals do not go to the heart of masculine nature at 
all. His sympathies are less predominant. His wull, his rea- 
son, his individualistic instinct touched with the new sense 
of chivalry for woman and the responsibility for his strength, 
these are the bases from which the young man always works 
his way to the answer of the question. The woman's answer 
to moral and spiritual idealism is from her great sympathy. 
Man's answer is from the will. The whole problem of mascu- 
line adolescence may be summed up in the one word — control. 

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THE TEACHER'TRAININQ HANDBOOK, 

81. Authority, During infancy and childhood, it will be 

recalled, the paients' right to exercise absolute authority is as 
absolutely accepted. During the Junior period, while the final 
right to exercise authority is still accepted, the ability of 
parent or teacher to control is put to the test as fast as the 
boy can go from one thing to the next. The instinct of per- 
versity and conscious mental agility impel the boy to this in 
spite of his goodness of heart. With the new seit-conscious- 
ness, sex-consciousness and the growing powers of body and 
mind, the lad is compelled by the Creator to begin to question 
the right ot any one, parent or teacner or police or compamon, 
to exercise authority over him. The individualistic instinct, 
always unconsciously dominant, is now most powerful. The 
center of control is shitting from everything external to the 
mind itself. Full of the traditions of boyhood, filling with in- 
stincts of manhood whose force and function he cannot com- 
prehend, without fixed moral standards, compelled to become 
a creature of self-control, forbidden from within to admit the 
right of external authority while having none witnin, as per- 
fectly lawless by nature as a living creature can be, unloiown 
by himself and others, timid over his new experiences, shy of 
the opposite sex, an Ishmael in an untrod wilderness of count- 
less perils — this is the stress period of the adolescent man. 

82. Obedience. More than at any period of life, the adol- 
escent welcomes candid and honest appreciation. A manly 
friend is the young man's anchor. If this friend be a Chris- 
tian, and wise, he has the opportunity of a lifetime, to save a 
friend. All the hero worship so characteristic of boyhood is 
strong in him. Dominant personalities, men who possess and 
exercise the right of authority, fascinate him. Men capable 
to do things — and doing them — hold his vision entranced. 
Christ, the Authority of Man, is God's answer to the hunger- 
ing chaos of the adolescent man. He, the external authority ^ 
who has proved his right to it, proposes to come into the man 
and in him and through him, his own self-conscious self, to 
exercise that authority. Suggested in such a light and in 
such ways by a wise Christian friend, the address to the will — 
''Shall I serve my body or shall my body serve me?" is as ir- 
resistible to the young man as are appeals based in Love to 
the feminine mind. 

83. Tragedy of the Intellect. This experience is peculiar 
to the masculine mind chiefly because speculative thought is 

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THE TEACHER-TRAINING HANDBOOK, 

usually repugnant to the feminine mind. God rarely ever 
makes a female philosopher. And it is to be noted with em- 
phasis that when faith is wrecked it will be from one or other 
of two causes: corrupt living or philosophical confusion. 
Briefly stated the tragedy is this: 

84. The child-mind deals exclusively in concrete pictures. 
The power of abstract thought is the developed comparison, 
judgment and ideality of a maturing mind. The studious mind 
of rational processes finds that the conceptions which child- 
hood held dear, and which constituted the working factors of 
religion, are wholly inadequate. The student may be studying 
physics or logic or history, studies apparently unrelated to 
religion, and he suddenly awakens to the fact that the whole 
a&'pect of the mental world is changed. The beliefs once 
cherished are gone. The whole foundation of religious faith 
seems to have been swept away in the night. Pear of his own 
positions, fear of being branded *'infidel,'' fear lest the wreck 
of faith may be communicated to others who must be shielded 
— countless and undefined fears possess the mind. With pain- 
ful abruptness, sometimes, and again with inconspicuous de- 
liberateness the life is withdrawn from church affiliations and 
religious associations. Only those w^ho have gone through this 
experience, or have had the rare privilege to walk with sym- 
pathetic understanding by the side of young men as they 
approach the parting of the ways, can know that the tragedy 
of the intellect is more dramatic in every way than any trage- 
dy of the emotions portrayed upon the stage. 

85. The Solution. Again wise Christian friendship is the 
anchorage of a stress-tried mind. The friend may say simply: 
The terms God, Nature, Man, mark the boundarv of human 
thought. There is no thought outside of them. How to con- 
ceive the universe and how to construe it is the oldest and 
hardest problem in the world of thought. The man who is not 
a Christian has no solution for it. There is nothing in philo- 
sophy and science which affords any help. Try this, my boy, 
try this — put Christ at the center of your thinking. Make him 
not merely a person in history, but the interpretation of the 
universe. What is God, what is man, what is nature, what 
are the relations between God and Man and Nature? To all 
these questions of the human mind, Jesus Christ is God's an- 
swer. Make it yours. Will you? 

79 



THE TEACHER-TRAINING HANDBOOK. 

Review Questions. 

Which of the statements made seems most significant to 
you for your work? (76.) 

Ought a teacher to "train" to teach any one period of the 
pupil's life? (77.) 

Do you believe that masculine life is more complex, more 
concealed, and more difficult to understand than is the femi- 
nine life? Why? (79.) 

How does man's religious basis of life differ from the wom- 
an's? Illustrate. (80.) 

E3xplain the lawlessness of adolescence. (81.) 

Why is the Mastership of Jesus a favorite appeal to 
man? (82.) 

What mental fact saves woman from intellectual infi- 
delity? (83.) 

Does ''intellectual difficulty" account for very much infi- 
delity? Why not? (83.) 

Explain the religious danger of the High School and Col- 
lege age. (84.) 

How may Christ be urged as God's interpretation of the 
universe? (85.) 



Lesson 20. — iVlaturity. 



"The time of disillusionment has come. Much of the optimism 
and buoyancy of youth is gone. Life is found to be a struggle 
even with its victories, and responsibilities and sorrows weigh. The 
teaching must present a Saviour and a salvation sufficient for great 
heart needs. It is for the deep things of God that life's experiences 
have made mature souls hungry, and there is pathos in the super- 
ficial dole that is meted out by so many teachers — superficial be- 
cause they themselves have never lived "down deep." — A. A. 
Lamoreaux. 

'^O Lord, by these things men live; and wholly therein is the life 
of my spirit: wherefore, recover thou me, and make me to live." — 
Hezekiah. 

86. Physical Ctharacteristics. The tissues of the body are 
6lowly developed until fhll maturity at -about thirty-five. 
There is but little change in the height after twenty, prac- 
tically none at all after twenty-five. The filling out of the 
tissues to the' standard of maturity is the second period of 

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THE TEACHER'TRAININO HANDBOOK. 

physical development, following closely the rapid growth in 
height during adolescence. 

87. Mental Characteristics. The mind has no standard 
of mature development as has the body. Were men willing 
to live their lives as the Creator obviously intended, the mind 
would not be oppressed by the countless economic problems 
of a false and artificial age. Under such conditions the nor- 
mal mind would go on developing variety of power and ex- 
pression, capacity for thought, feeling and achievement, such 
as is wholly impossible in an age which '*sows to the flesh" 
with prodigal extravagance. 

88. The Problem Period. In proportion as the education 
of the child, the youth and the adolescent has been in accord- 
ance with the unfoldment of his mental and moral powers, 
his first task was to gather together the material for future 
thought activity. Then came the "tool** studies by means 
of which the implements of thought were gained and famil- 
iarity with the use of them acquired. With maturity came 
the problems for the solution of which all that went before 
was preparation and all that follows is character and des- 
tiny. 

89. The Individual Problem, ;^^any writers have called 
the adolescent age the "adjustment** period. That is about 
the last thing it ought to be named. The adolescent is un- 
adjusted and unadjustable. It is the period of re-creation, of 
calling into being new life, new energies, new powers, and 
new capacities. The individual does not know the new self 
within. As adolescence merges into maturity, then comes the 
period of adjustment. Having become measurably acquainted 
with self, what can I do. where shall I direct my energr\'. how 
shall I do my work — whatever it be. Why must I do this 
rather than that; why must I endure this experience rather 
than the one I so much prefer: all the problems of individual 
adjustment press for solution. Many distracted hearts may 
receive timely help if their attention is called to the fact that 
all these questions rise from the second crucial problem of 
human life, the new problem of the Will, "Shall my circum- 
stances control me or will I control my circumstances?" Most 
o£ the race finds it easier to quit, to submit, to endure. A few 
embody the spirit of him who prompted the seer to say. "I 
stand in awe before the omnipotence of a Will that will not 
be denied." 

(6) 81 



THE TEACHER-TRAINING HANDBOOK, 

90. The Home Problem. The adjustment of the individual 
to the home and family is the most momentous problem of hu- 
man relationship. Upon it, more than upon all other relations, 
depends the happiness of the individual, the largest and tru- 
est development of human nature, and the integrity of all hu- 
man institutions. At no one point, probably, has protestant 
Christianity been more conspicuously untrue to Christ and hu- 
manity than in its failure ''to declare the whole counsel of 
God" as revealed in the New Testament. The relations of 
husband and wife, of parent and child, and of master and ser- 
vant are so clearly set forth as to be unmistakable.* Com- 
pliance with the directions given establishes heaven in the 
home and the home in heaven. Failure to comply with the 
directions produces a condition too familiar to need mention. 
Thousands of dollars and years of time are spent to fit young 
men and women for a "career." A home and a career are in- 
commensurables. But rarely is a dime or an hour spent to fit 
the man for the most vital and most important of all his tasks, 
to be an understanding husband, an intelligent father, a true 
host in his own home. 

91. The Mora! Problem. The sense of moral values comes 
into beins: in adolescence. Scarcely has the individual be- 
come aware of the peremptory nature of his own internal and 
subjective standards of right and wrong, than he is callei 
upon to make an entirely new adjustment. His own moral 
standards are largely a product of his education and environ- 
ment. He quickly finds that society has its standards, many 
of them unwritten, but inexorable. His usefulness, as a social 
unit, will be determined by his conformity to the standards of 
his society. His moral integrity before the bar of his own 
judgment will be determined by his fidelity to his own stand- 
ards. When these individual and social standards conflict, as 
they frequently do in a complex social organism, which 
shall determine conduct? Very many economic, political and 
domestic issues are at stake on this question. The spineless, 
nerveless and flabby world which woriiips the goddess, Social 
Expediency, gives but one answer. Christian civilization de- 
pends on the way in which young men and young women are 
taught by the church to have moral sense, moral insight, moral 
fibre, and moral fldelity. 



•(Ephesians 5:22-6:9.) 

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THE TEAGHER'TRAININO HANDBOOK. 

92. The Religious Problem. Religion is the making real 
in thought, feeling and action of some idea of God. The 
Christian Religion is the conception of God which is perfectly 
realized in the mind, love and work of Jesus Christ, the Son 
of God. Men are Christian who learn of Jesus Christ both the 
idea of God and the life of thought, feeling and deed by which 
the idea is realized. These are his disciples. 

93. The heart of the religious problem, the third crucial 
test of life, is this: Will I humbly and loyally accept God's 
program for me and for my life, or will I make a program of 
my own and spend my efforts here on earth in trying to make 
God and his universe come to my program? That question 
states fully and clearly the whole religious problem. The re- 
lationship at stake is more than human and it looks to more 
than human ends. Upon it, upon the relationship established 
by the answer to that question, depend all human relation- 
ships. In it are the solutions of all the problems which rise to 
contront the human mind on its march between the too-oft joy- 
less cradle and the too-oft joyless grave. 

94. The Teaching Problem. We have passed in review 
what might be called the natural history of the human mind. 
The purpose of our study has been vastly more than briefly to 
sketch some of the intricacies of the mind or to view its pro- 
cesses with somewhat of interest. The mind alone is capable 
01 deathless being. In love has the Creator fashioned it. Into 
the first Adam He breathed the breath of life. The last Adam 
has He made a Life-Giving Spirit. That the mind of man 
shall early and always be taught the mind of God in Christ, 
the Saviour, is the only worthy end of religious psychology. 
To prepare the way for more intelligent teaching of Jesus 
Christ to men who, without Him, are forever incomplete, is 
the one object of our quest. 

Review Questions. 

Ought the time of disillusionment to be, of necessity a time 

of unhappiness? (Intro.) 

How far is it necessary to "keep up appearances"? (87.) 
Suggest some material studies, tool studies and problem 

studies. (88.) 



*See chapter, "The Home" in Psychology and Religious Culture. 

83 



THE TEACHER-TRAINING HANDBOOK. 

Why is adolescence not the "period of adjustment? (89.) 
What is the first problem of the adult will? (89.) 
Name some "home" problems. (90.) 
Commit Ephesians 5:22-6:9. (90.) 

In a clash of moral standards, how far ought one to forego 
their own moral standards? Why? (91.) 

Define Religion. Define Christian Religion. (92.) 
State the fundamental religious problem. (93.) 
What do you consider the chief factor in religious teach- 
ing? (94.) 



84 



THE TEACHER-TRAINING HANDBOOK. 



PART III.— THE TEACHER. 



Lesson 21. — Teaching. 



X, Definitions- To teach is simply to communicate knowl- 
edge; to instruct (originally, to build in or into, to put in or- 
der) is to impart knowledge with special method and com- 
pleteness. Instruct has also an authoritative sense nearly 
equivalent to command. To educate is to draw out or develop 
harmoniously the mental powers, and, in the fullest sense, the 
moral powers as well. To train is to direct to a certain result 
pewters already existing. To discipline is to bring into habitual 
and complete subjection to authority. To nurture is to furnish 
the care and sustenance for physical, mental and moral 
growth. (Standard Dictionary.) 

2. Religious Teaching. To teach religion is to cause an- 
other to know God, and to build that knowledge of God into 
life. To teach the Christian religion is to impress in life the 
character and spirit of Jesus Christ. ''Sunday School teaching 
is to cause another to be what you are yourself." — F. B. 
Meyer. 

3. Christian teaching has to do with three distinct ele- 
ments of education: 1. The Seed. — In the person of his Son, 
God has furnished to man the seed which alone is able to 
bring forth abundant harvest unto eternal life. 2. The soil 
is the human mind which is to' be enriched by means of plant- 
ing and cultivating the Truth of God. 3. The Process by 
whTch the soil is made ready both to receive the seed and to 
furnish the conditions of fruitful growth; the acts by which 
the seed is introduced into the soil; and the process of nurtur- 
ing the growth when the implanted seed has been carried for- 
ward toward development. 

4. Teaching. The process of teaching is as old as the hu- 
man mind. In all ages it has been the favorite method by 
which minds have reacted one upon the other for their mutual 
strengthening. In religious instruction the process of teach- 
ing is most fundamental and necessary-. In the Christian re- 
ligion the work of teaching has not merely the sanction of the 

85 



THE TEACHER-TRAINING HANDBOOK. 

life practice of Jesus Christ, but it is commanded by him as a 
duty of liis disciples. It is also enjoiued as a moral duty of 
the Liord's Servani. (11. Tim. *2:15, 24.) 

5. Process. — As implied in the definitions giv^en above, the 
process of teaching aiHers as tne material to be taugnt ana 
the object sought is diiterent. li facility of unconscious ex- 
pression is aesired, training by means of constant repetition 
is necessary, as m tne case of tne instrumental musician wnose 
lingers, e^e and ear must be trained to co-operate periectly 
ana without conscious effort, li scnoiarship aione be desired, 
the nature of tiie subject matter taught will in large measure 
determine the processes of instruction. If skill in the expres- 
sion of knowieage be desired the process of teaching will be 
that calculated to cultivate resourceful command of one's 
knowledge by means of constant practice under varying con- 
ditions. 

6. The Teacher of Religion^ Jesus is the perfect Master 
of all teachers of religion. The Gospel record of Matthew is 
the most perfect handbook of religious pedagogy ever written, 
in that record, Jesus in the act of teaching is set forth more 
fully and completely than in any other record of our Master's 
iiie. Any teacner who wili patiently follow Christ's life prac- 
tice as a teacher, study his method of preparing minds, of 
presenting truth, of recalling lessons past, and of conndence 
in the power of implanted truth to grow will have a far better 
equipment for Sunday Scnooi teaching than can be gained in 
any normal course of pedagogy given by any school. 

7. The most conspicuous and fundamental requisite for the 
Christian teacher is, the personal character which is being 
conformed to the image of God^s own Son. It is impossible to 
lay too much emphasis upon the fact that what the teacher is, 
more than all other conditions combined, determines effective- 
ness as a teacher in the school of Christ. The essential ele- 
ments of Christian character which the teacher must con- 
stantly strive to attain through development are: 

1. Intelligent faith in the personal Saviour. This quali- 
fication is essential to keep the teacher true to God. 

2. Intelligent human sympathy. This qualification is 
necessary to make the teacher a true friend to humanity. 

3. Intelligent consecration of the will to the service of man 
for love of Christ. This qualification, a sanctified will, is 
necessary to keep the teacher true to the revealed will of God. 

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THE TEACHER-TRAINING HANDBOOK, 

4. Intelligent choice of motives to service. This qualifica- 
tion is necessary to make the teacher true to conscience and 
keenly sensitive to the moral value of responsibility. 

8. Bible Scholarship. To be a true relis^ious teacher In the 
school of Christ requires a much higher order of insight into 
the Holy Scriptures than if the essentials of teaching had to 
do merely with the more superficial features of Bible scholar- 
ship, such as Geography, History, Biography, Institutions, Chron- 
ology and Doctrines. Academic scholarship of the Bible is 
achieved in the same way as knowledge of other literatures. 
But such Bible knowledge is no more religious than knowledge 
of other matters. To discern the vital truths of God as he 
revealed himself through Jewish history and in Jesus Christ, 
his Son; to d:'scern the vital relation between these truths and 
human life; to discern the means by which these truths can be 
adapted to the needs of the mind in its different periods of 
development; and the ways by which these truths embodied 
will appear in the life of the Christian pupil, — this requires 
a more devout and vital scholarship than is possible to a non- 
Chrstian scholar. Any good Bible scholar may teach Bible 
facts. Only a Christian can teach Jesus Christ. 

9. Skill in Teaching. While character comes by develop- 
ment and gives authority, while scholarship comes by instruc- 
tion and gives power, skill comes by practice and gives abil- 
ity. The most skillful multipliers are those who most frequent- 
ly use the multiplication table. The most skillful teachers 
are those who most frequently use the methods and arts of 
pedagogy. Ability to teach depends both upon one's know- 
ledge and one's skill. Ability to teach Jesus Christ effective 
ly depends most largely upon one's personal life, then upon 
their skillful use of their resources, and last upon the quantity 
of their Bibical scholarship. 

Review Questions. 

Define teaching. Which one of the synonyms given seems 
to you to be richest in sugestion? (1.) 

What constitutes teaching of religion? (2.) 
In Jesus' parable of The Four Kinds of Soil (The Sower) 
what part does teaching have in the narrative? Is it possible 
that the Sunday School teacher may be responsible for the 
kind of soil the pupil brings to the Master? (3.) 

87 



THE TEACHER-TRAINING HANDBOOK. 

How many times is teaching mentioned in the "Twentieth 
Century New Testament" rendering of II Timothy 2.? 

How does training differ from instruction? (5.) 

Mention some ways in which Jesus is the Perfect Teacher. 
(6.) 

Mention some character qualifications of the Christian 
teacher. (7.) 

Distinguish between Bible scholarship and religious know- 
ledge. (8.) 

In what relative importance would you place skill, character 
and knowledge, as essentials to the Christian teacher? (9.) 



Lesson 22. — The Teacher's Knowledge. 



10. Introductory. There are but two classes of facts in 
which the human mind is interested religiously. 

1. Facts- of history. 2. Facts of consciousness. Only 
those facts of history are vital and relevant to personal re- 
ligion which are capable of being made facts of consciousness. 
Knowledge of history is always a matter of faith. Facts of 
consciousness alone approach the region of absolute knowledge. 
When a fact of history has been translated into a fact of con- 
sciousness it has passed out of the region of faith, argument 
and of discussion, into the resion of unshakeable conviction. 
There is perhaps no one statement of truth which is more 
fundamental to preachers and Christian teachers than this one 
just stated. Facts of history may be set forth with energy, 
enthusiasm, and vast earnestness, and yet be in great measure 
barren of vital results. Only when truth is set before the will 
and consr^ience to be embodied in one's life as a fact of con- 
sciousness does it become supremely vital to each individual. 
In this art, again, is Jesus the Master religious teacher of all 
the ages. 

11. In teaching religion Facts of Consciousness are the 
things which grip the life of the teacher and by which the 
teacher is able to grip other life. Teaching which is based in 
conviction is powerful and impressive, especially so when con- 
viction is based not merely in belief of historic facts but on the 
.proof of them in personal experience. Too much teaching 
deals exclusively with facts which lie outside th.e consciousness 

88 



THE TEACHER-TRAINING HANDBOOK. 

bt the teacher, facts which at best are only second-hand truths; 
No Christian teacher is justified to teach what he himsell 
does not believe, and no Christian believes what he does not 
live. Recognition of this fact would empty the world of much 
self-deception and vain teaching, by those who themselves '*do 
not the truth." 

12. Kind of Knowledge. Based upon the foregoing condi- 
tions it becomes apparent that the teacher's knowledge must 
be: 

1. Clear. The truth to be taught must be in the teacher's 
mind, for that which is not known cannot be taught. It must 
be clearly in mind, for that which is obscure in the mind of 
the teacher cannot be made clear before the mind of the pupil. 

2. Definite. Not merely the truth in and by itself, but its 
relations must be distinctly" seen. That which gave rise to the 
truth, that which depends upon it; its antecedents and con- 
sequents must be as distinctly in mind as the truth itself. 
Failure to have distinct knowledge will leave the teacher help- 
less before many of the most urgent problems which the pupils 
are called upon to face: such as, the abuse of virtue in such 
a way as to make it a vice; the determination of good and bad 
according to motives; the determination of right and wrong 
according to one's own sense of *'oughtness"; the recognition 
of that which is expedient or unexpedient, according to social 
standards, tendencies and effects. Such problems as these 
are the vital problems which, from boyhood and girlhood to 
maturity, are evermore confronting the bewildered minds of 
man and concerning that which they properly seek solution 
from the teacher who stands to teach the Truth of God as it is 
in Jesus. 

3. Adequate. Only as the teacher knows the background 
and setting in history and life of the truths taught, will the 
teaching be with such an atmosphere as to create confidence 
and assurance. It was the perfect adequateness of his 
knowledge in thingis human and divine that made Jesus' teach- 
ing stand out in marked contrast to that of the Scribes and 
Pharisees — He taught as one having authority. 

13. Rewards. Vision of rewards for service is a proper 
incentive to set before the servant. Jesus, "For the joy set 
before him, endured etc., — " There are many rewards which 
the faithful servant of the Lord may contemplate and by 

89 



THE TEACHER-TRAINING HANDBOOK. 

means of which he may be the more surely urged to fullest 
preparation and most faithful toil. 

1. The joy of achievement. There is a profound soul- 
satisfaction in the consciousness of good work well done. While 
good results may sometimes follow from poor work blunder- 
ingly done, there is a joy almost divine in planning purposeful 
work for Christ, in preparing the soil, sowing the seed, giving 
nurture to growth, and gathering the harvest unto life eternal. 
The drudgery of hard tasks is turned to infinite delight when 
the teacher can watch before her vision the consummation of 
results coming '*by the increase of God" precisely according to 
his promise. 

2. The joy of friendship. The only possessions which the 
soul of man may gain in time and carry through eternity are 
friendships by which the life is beautifully enriched. The 
Christian teacher has opportunities for the creation and culti- 
vation of friendships dear and enduring, such as angels them- 
selves well might covet. To teach life, to be helpful with 
strength divine, with hope and faith and love — friendship born 
of these and based upon them is the most precious possession 
man can know. 

3. Divine approval. '*Well done good and faithful servant. 
Thou has been faithful in a few things. See, I will make thee 
ruler over many things." To join one's life, in the toil of 
loving faith, along with the spirit of the Lord, to bring to pass 
the things for which He died, surely there is no higher privi- 
lege in time and no reward more laden with divine allure than 
this 

Review Questions. 

How is it possible for a Christian to-day to say, *'I know 
whom I have believed?" 

Illustrate from experience the greater value to the teacher 
of "facts of experience" over ''facts of history" which cannot 
become facts of consciousness. (10-11.) 

What kind of knowledge must the teacher have? (12.) 

Which one of the three rewards mentioned makes the 
strongest appeal to you? (13.) 



90 



THE TEACHER-TRAINING HANDBOOK. 
Lesson 23. — The Science of Teaching. 



14. Psychology treats of certain discovered laws of the 
human mind. Upon these laws the science of pedagrogy or 
teaching is built. This science consists of certain principles 
of action by which one mind may act upon another mind so as 
to inform and enrich it. Upon the pedagogical principles, 
which constitute the body of that science, is built the art of 
teaching. This art is the application, in the act of teaching, 
of the theories set forth in the science. 

15. The Art of Teaching. The teaching of religion has 
some elements in common with the processes of instruction 
which are common to other lines of instruction. The final 
objective of academic teaching is knowledge, while that of 
religious teaching is Christian character. Since character is 
not formed in the same way that knowledge is acquired, there 
is a sharp distinction in the methods of instruction which 
ought to mark the teaching of religion from all other branches 
of education. In so far as knowledge of historic facts and 
facts of consciousness is essential in religious life the methods 
of teaching are precisely the same as those of ordinary peda- 
gogy. When, however, character is to be shared and fashioned 
by means of impressions imparted, the m^ethods of teaching 
must be changed accordingly. 

16. Attention. At the heart of all teaching lies the mental 
attitude on the part of the puniL without which instruction 
is absolutely impossible. A somewhat grotesque illustration 
may serve to present this matter more acceptably than by 
direct descrintiou. 

Two boys were at a ball srame. One was intent upon the 
game being plaved in the field, the other sat immediately 
behind him caring nothing for the game of ball. He had in 
his hand a convex lens, or sun glass which he was trying to 
focus the sun's rays upon the back of the first boy's neck. In 
order to accomplish his purpose he persuaded the first boy to 
move over, not telling him at all the purpose of the request. 
When the first youngster was in proper position with the sun. 
the second youngster began operations. A look of suppressed 
glee covered his mischievous countenance. Slowly and with de- 
liberate care he held the lens so that the focus came directly 
on the point he sought to burn. A yell of delight lay on his 

91 



THE TEAGHER'TRAINING HANDBOOK, 

tongue ready for utterance when the yell of pain from the 
first boy announced the fact that the process had reached the 
desired consummation. It was all cruel to be sure, and yet the 
spectator could not but watch the mental processes and results 
in the two boys as a perfect illustration of the art of teaching. 
The whole process was there. The point of interest in the 
mind is the power by which the focus of consciousness is 
directed to any given point. Attention or the focus of con- 
sciousness may be controlled by the act of the will, and by 
some other means, but to attract it and hold it by interest is 
the teacher's business. Only as the conscious powers of the 
mind are directed to a given object is the mental image of that 
object occasioned or caused in the mind. 

17. Teaching is sometimes described as the art of securing 
attention. It is not. Much rather is it the art of using atten- 
tion when that is secured. Three doorways of the soul are 
the means by which attention may always be gained: 1. In- 
terest, based on past experience: 2. curiosity, as to the new 
or novel in experience; 3, appeal to the instinct of imitation. 
Any one at anytime and in any place can secure attention by 
Irnockine directly at one or more of these doorways of the 
mind. This is all preliminary, however, to teaching for the 
real art comes with the use which is made of the focus of 
consciousness when once it is gained. Just as the boy with 
the sunsrlass knew what would happen when the focus of the 
sun's rays was finally made on the sensitive tissues of his 
chum's neck, the teacher may know with absolute sureness the 
result in the mind when the focus of consciousness is clearly, 
definitely and distinctly drawn to a given object or a given 
truth. 

18. When Attention is Secured. The opportunity for teach- 
ing is at hand. The perfect art of religious teaching is the 
art of story telling. To embody a truth in a story dealing 
with most familiar things, or basing an appeal to imagination 
on things of interest, to present that story with the germ seed 
of truth in it, to secure an expression from the mind taught 
of the imasre gained, is the only way by which to know with 
certainty that attention has been real, that the mental image 
is clear and distinct, that the story-truth is firmly grasped — 
only then may the teacher be assured that the act of teaching 
has been accurately and adequately done. 



THE TEACHER-TRAINING HANDBOOK, 

19. The mental powers of perception, memory and imagin- 
ation are the powers to which the teacher of pupils in elemen- 
tary grades must regularly appeal. If the mental images 
gained through sight can be obtained and enlarged by percepts 
caused by other senses, the result in the mind is the more 
certain and permanent. Both for the acquirement and expres- 
sion of knowledge, handwork by blackboard, or handling of 
material is indispensable. In the adolescent period and in 
maturity other powers of the mind may be appealed to, but 
in all ages and stages of development, teaching by concrete 
objects is the best adapted to the learning mind, the surest 
and most fruitful in results. 

Review Questions. 

If methods of teaching rest on pedagogical principles, what 
is the relation between methods of teaching and psychological 
laws? (14.) 

Distinguish between "character by impression" and 
"knowledge by instrrction" as related to Sunday school teach- 
ing. (15.) 

Take a lense and illustrate attention as the focus of con- 
sciousness; also the exactness of the image "in focus" in 
contrast with vague and indefinite impressions of images only 
partly "in focns." (16.) 

What are the three doorways of attention? (17.) 

Point out the use of one or more of these methods of 
attracting and holding interest during this session of the 
class. (17.) 

How may a teacher know at once if the pupil has learned 
what the teacher taught? A week later? (18.) 

Illustrate in the class the advantages of appeal through 
more than one sense to secure clear mental images. (19.) 



Lesson 25. — Words. 



20. A Word is the sign of an idea. Thus ran the old 
definition. The definition is true under one condition, — that 
there be an idea and the word be accepted as a means for 
the expression of it. Otherwise the word is as significant of 

93 



THE TEACHER-TRAINING HANDBOOK. 

a definite thought as is ''eenie, meenie, minie, mo," to which 
the mind is biank. 

21. Brander Matthews, the greatest teacher in our land 
of the use of words, once said in conversation, "the first 
twenty years of my education was worse than wasted. I was 
taught merely the names of things, not the things themselves. 
When I came to face realities I found that the words I had 
learned had been to me mere symbols of unrealities." 

22. Signs, So long as ideas may be conveyed by motions, 
so long as mother's smile wins the responsive smile from the 
babe, so long as laughter by others quickens laughter in the 
heart of the child, so long as scowls and frowns and threat- 
ening gestures waken fear and terror and alarm in another's 
soul, so long will it be true that some of the profoundest 
lessons of life are carried by impressions wholly without 
words. It is impossible ever to draw a line to mark an age 
or stage of mental development where words became more 
potent than wordless signs. 

23. Thought and Speech. 

"Thougfht is deeper than all speech, 
Soul to soul can never teach, 
Peeling deeper than all thoug-ht; 
What unto itself was taught." 

Here is a teacher who carefully explains in words the 
form, time and direction of a line of march to a class of little 
ones. Another teacher ranees the little ones into line with- 
- out a word, stens before them and aroes through the form, in 
right time, and followins- -the desired direction of the march, 
all with such evld<^nt enjoyment and winsomeness that every 
little tot is fairly dancins: in eaeerness to imitate. The one 
is attempting to convey definite thought by means of indefinite 
s>Tnbols. The other is imparting thought by signs. More 
thinkins: is done in signs than in woods. 

24. Emotion and Speech, The feeling-world is the field 
of unorganized material of thought. Just as there is a vast 
amount of thought which cannot be organized into words, so 
there is the vaster world of the emotions which cannot be 
organized into ideas. 

Here is one teacher who tells her pupils how cruel it is to 
rob bird's nests or to torture frogs. Another teacher takes 

94 



THE TEACHER-TRAINING HANDBOOK. 

the parentless birdling into her hand, looks upon it with in- 
expressible tenderness while tears of sincere grief spring to 
her eyes. Not one word of reproach or chiding is spoken. 
The mind behind every watchful pair of little eyes has gained 
a clear impression beyond all power of thought or speech 
to convey. 

25. Emotion taught by signs. All life is prompted to ac- 
tion by feeling rather than by thought. The child must be 
taught right feeling by imitation and by control of instinct. 
Words are impotent. Even adults need to know the hope- 
less impotence of speech in conveying or expressing emotion. 
The stronger and more tense the emotion, the less potent is 
thought and speech. If there be a more hopeless lunatic than 
the fellow who is madly in love, it is the lover who under- 
takes to put it in words. The best he may do is to simply sit 
and look it. She'll do the same. Then they'll get married 
and begin to use words. Anger furnishes an equally conclu- 
sive illustration. The one who attempts to think it and speak 
it is gone. If the angry one wishes best to express his senti- 
ments, he will swallow his words and simply make signs. 

26. Value of words. The use of speech then is limited to 
one or other of two purposes: to convey definite thought by 
means of clearly understood symbols, or to portray conditions 
in such a way that the vital impression grows inevitably and 
necessarily out of the situation. In the first use, the value 
of the words is wholly determined by the common idea which 
speaker and listener form when the word is used. The world 
has been filled by a babel of needless discussion because the 
contestants had not sense enough to agree upon their defini- 
tions before they quarreled. In the second use, illustration, 
the value of w^ords is determined by their power in com- 
bination to produce definite impression. This use is closely 
akin to the use of music to produce or to express feeling 
impressions. 

27. Common Nouns. The names of concrete and definite 
objects are the words to be most carefully chosen and used 
in teaching children. Their ideas have to do exclusively with 
concrete objects. If the object is familiar, the idea will be 
clear and distinct in consciousness when the name of it, its 
word symbol is used. The size of the word is wholly im- 
material. If the object and its name are closely identified, 

95 



THE TEACHER-TRAININO HANDBOOK, 

the child will both use and understand polysyllables as well 
as the shortest word. Failure to realize this fact makes it 
impossible for many adults to talk sensibly to children. They 
have supposed that "simple" words meant short words. Pro- 
c-eeding on this assumption, they try to be childlike and are 
only childish. The most stupendous generalizations of human 
speech are monosyllables like space, time, love, law, God, 
man and home. 

28, Abstract Nouns. Middle adolescence is the period 
when speculative thought becomes more riotous and audacious. 
The new mind finds itself face to face with realities which 
have no concrete and substantial being, no existence outside 
of itself. Just as fancy in earlier years was the playroom of 
the mind, now imagination takes hold of these new-found ab- 
stractions and seeks to find out where it can go and what it 
can do. Wise guidance at this period of a man's life will 
save countless souls from shipwreck of faith, and sometimes 
of morals. Our point will be a sufficient suggestion here. 

29. So far as the human mind can ever know, every vital 
abstraction exists only because and by reason of its concrete 
source. There is no love apart from a lover. There is no 
life apart from its organization. There is no vegetable life 
apart from a vegetable. There is no animal life apart from 
animal organization. There is no spiritual life apart from a 
spiritual organ. "There is a natural body. There is also a 
spiritual body." Discerning these simple truths, and their 
necessary implications, would have saved the followers of the 
Fox Sisters and other female philosophists from much flound- 
ering in the quicksands of nothingness. It will also greatly 
help in increasing the efficiency of those who are content to 
teach Jesus Christ, the Saviour, to the unsaved and to them 
who are being saved. 

Review Questions. 

Define Word. (20.) 

Illustrate from experience the value of teaching by signs 
(22.) 

Illustrate from observation the teaching of right acts by 
right leadership (23.) 

^liat is the relation of emotion to thought? (24.) 

Illustrate from experience the imparting of character-build- 
ing impressions through acts. (25). 

96 



THE TEACHER-TRAINING HANDBOOK. 

Why is right emotion so essential to right conduct? (25.) 

Illustrate from experience the inability of words to express 
emotion. (25.) 

On the supreme value of woods, commit Matt. 12:36. (26.) 

Illustrate the importance of agreement on definitions be- 
fore discussing a topic. (26.) 

Illustrate the "impression" powers of a rightly told story. 
(26.) 

What are ''simple" words which must be used to pupils? 
(27.) 

Tell what you can of the use of abstract nouns. (28.) 



I 



Lesson 25. — Elementary Grades. 



30. General Principles. Every teacher must deal with hu- 
man minds. These minds, as has already been pointed out, 
change with the physical changes of the body, with the exer- 
cise of the sensory and motor nerves, and with the widening 
experience of the mind itself. The teacher's agencies at hand 
are: (1) Impulses to action by appeal to the instincts of imi- 
tation, perversity and play; (2) Feeling impressions through 
appeals to native and acquired emotions, by means of action 
or verbal illustration; (3) Mental images of concrete objects, 
represented by the objects themselves or by mutually under- 
stood symbols. 

31. Beginners. The first need of the little ones is to ac- 
quire, by exercise of nerves and muscles, the ability to get 
clear mental images of what is brought before their senses, to 
develop mental sensitiveness to sense perceptions, and to dis- 
tinguish these images from those created wholly within their 
own minds. Since they are creatures of absolute authority, 
their first religious impressions will be unconsciously and al- 
most exclusively made from their teacher's appearance, looks, 
tone of voice, sincerity, and reverence. They ought to be 
made to feel the goodness, tenderness, loving care and gentle- 
ness of the Heavenly Father for all the creatures of his love. 
The feeling habits of the little ones toward God are of vastly 
more importance, in this age, than any physical or temper- 
mental habit they may form. Movement, music, reverence 
toward holv things, and riaht feelings toward animals of every 

(7) 97 



I tHE TEACHER-TRAINING HANDBOOK, 

kind should form the plan and process of the teacher's pro 
gram. 

32. Primary. As the scope of experience widens from 
home to school and companions, the mind has need of still 
more culture in forming right images from sense perception. 
U. is in this period that expression should be called into the 
teacher's aid. The boy and girl will learn far more by doing 
than by being told. The equipment of every primary room 
must include chairs, and tables to accommodate two or three 
little ones, with facilities for hand work. The pupil's interest 
is eager in finding religious truth through their own endeavors 
to represent persons and places, or to reproduce in pleasing 
color truth statements from The Book. This same equipment 
is necessary also for the Junior and Intermediate grades. 

33. Handwork. Manual methods throughout are adapted 
to the developing minds of the pupils. The first outline work 
is succeeded in turn by object work, map work, book work, 
and museum work. Tne work now being done in these lines 
by pupils in regular Sunday School work would astonish those 
who are still living in the infancy of the Sunday School 
movement. 

34. Juniors. The age of absorption demands an entirely 
different type of teaching. The four years between nine and 
thirteen mark more acquirement of knowledge than during 
any ten years of other periods. The boys and girls see 
enough and hear enough now. The one need, mentally, is that 
they shall be made to see and to hear accurately and distinct- 
ly. The sense perceptions have vast need to be clear and of 
such a type that they may be enlarged and not have to be 
abandoned. The appeal in the primary period is to fancy, to 
sympathy with the good and antipathy to the bad. Now the 
appeal enlarges to include mental judgment, of objects and 
relations, imagination and memory. Moral judgment, as be- 
fore pointed out, is lacking and appeal to it is, in most cases, 
time wasted. The moral standards of the teacher may be 
asserted. But junior boys will be far more quickly impressed 
by standards of expediency. The abstract qualities of loyalty, 
heroism, bravery, chivalry, honor and daring cannot be too 
strongly and too frequently presented. Museum work for boys 
and map-work for girls, with object work for both, will form 
the natural basis of manual methods. 

98 



THE TEACHER-TRAINING HANDBOOK. 

Teaching. The new Graded Lessons are a boon to the 
inexpert teacher. Much of the toil which formerly had to 
be done in pedagogic darkness by unskilled and untrained 
teachers may now be done with the active help of the best 
consecrated minds of the religious world. While the teacher is 
availing herself, on the one hand, of this timely and efficient 
help in the process of teaching, she is freed, on the other hand, 
to study the human problems before her, and to study her own 
religious life and fitness for the sacred and holy task of teach- 
ing. 

36. Next to the teacher's personal relationship in life with 
Christ, the most important factor of excellent teaching is the 
human relationship to the boy and girl. For the pupil's sake 
the teacher must be a friend and conscious of authority. The 
boy, lawless himself, expects authority and respects it. If it 
is not eexrcised quickly but inexorably, he cannot help show- 
ing his contempt for the lawless teacher by riding rough shod 
over her tenderest sensibilities. If parents would only aid 
teachers by honest home discipline the chief Junior problem 
would be solved. But the chastisement is most often adminis- 
tered in the insanity of anger, the impotence of the first resort 
of brute strength, or the falsity of **it hurts me worse than it 
does you." The boy may not realize the background of the 
situation. He senses the injustice and inhumanity of it. And 
it is probably true that the teacher of Junior boys, at the 
beginning of the second decade of the twentieth century, 
faces the hardest problem any moral or religious teacher has, 
as yet, been called upon to face. The future of Christian 
civilization rests heavily upon the Sunday-school teacher of 
the present. To give the youth something to do, worth the 
doing, and worth doing well, will solve many a problem of 
discipline, and save many a lawless boy from a lawless home. 
Review Questions. 

Name three conditions which govern the changes in the 
growing mind. (30.) 

Name three agencies of teaching available to the teacher. 
(30.) 

What are some important needs of Beginners? (31.) 

Why should the Beginner's room be the brightest and 
cheeriest room in the church building? (31.) 

What habits ought teachers to form in Beginners? (31.) 

99 



THE TEACHER-TRAINING HANDBOOK. 

What is the relation of definite expression to permanent 
impression? (32.) 

Name some needs of primary pupils. (32.) 

Did you see the samples of handwork at the last State 
Sunday School convention? 

Did your superintendent see them? Why not? 

Mention some needs of the Juniors. (34.) 

How does the appeal to Junior minds differ from that to the 
primary pupils? (34.) 

What special abstract qualities does the teacher need to 
embody in stories to Junior minds? (34.) 

What is Museum work? Ask your pastor. 

Are you using the Graded Lessons in your school? 

What kind of discipline ought to mark the Junior period. 
(36.) 

How can the teacher and parent work more closely to- 
gether? 



Lesson 26. — The Advanced Grades. 



37. The Intermediates. If the Primary period is the age 
of awakening, the Junior period that of absorption, the Inter- 
mediate period is the age of transition. The student needs, w^ith 
the very beginning of the adolescent change, to be called upon 
to form moral judgments and to face conscience, the inner 
monitor of motives. While the subject matter of instruction 
may remain largely the same as in the later Junior period, 
the presentation of it should always be so changed as to 
unconsciously compel discussion on the right and wrong of 
actions with relation both to the actor and to the society in 
which the action occurred. The historical view of life needs to 
be urged. Action must be viewed in the light of the age when 
the act occurred and according to the moral standards of 
that time, as well as in the light of present individual and 
social standards of right and wrong. 

38. Since all action takes its moral quality from the motive 
which prompted it, discussion ought never to be raised among 
Intermediates as to whether *'the end justifies the means" 
and if a lie is ever justifiable. The teacher may well withhold 

100 



THE TEACHER-TRAINING HANDBOOK. 

judgment till all has been said that the students have to sub- 
mit. Even then it is far better to take up one by one the 
various judgments expressed by the students, emphasizing 
fully every point which can be commended. Discretion must 
ever be exercised by the teacher in guiding these discussions. 
Expressions by the students of their own moral judgments, 
right or wrong, are of indefinitely more value to them than 
all the moralizing the teacher might possibly crowd into the 
lesson period. If moral judgment and conscience can be 
quickened into sensitive activity as they waken, much of the 
adolescent battle will have favorably determined before the 
mind is fully aware of the stress of it. Let the appeals to 
intellect and to memory be subordinate to the new appeals 
timely to the new life. 

39. Seniors. This is the period of reawakening. Adjust- 
ment follows in the adult age. There is a new intellect with 
new interests in the larger problems of the thought world. 
There is a new emotional nature with new interests in the sex 
and social worlds. There is a new will grappling with the 
new problems of physical, moral and social self-control. 
There is a new and sensitive conscience, apt to be most power- 
ful in passing judgment on other's motives. The teacher of 
the Seniors has the richest, ripest, most responsive and most 
fruitful of all human soil with which to work. 

40. Teaching. The supreme need of this period is self- 
expression. The whole field of life with its allurements is 
at hand. Buoyant energy of young manhood and young 
womanhood is impatient to declare itself, and in self-declara- 
tion to find itself. Coeducation of the sexes in this period is 
essential to the normal and wholesome education of both sexes. 
Mutual discussion of the new problems of the new world, 
conducted in the informality of class association will dispel 
much of the false idealizing of each sex by the other. 

41. If the teaching JDeriod is forty minutes, the teacher 
ought to be tongue-tied for at least thirty minutes of the 
time. Teachers, preachers and life insurance agents talk too 
much. What they say would be indefinitely more impressive 
if they talked indefinitely less. The chief function of the 
teacher in this period is to determine carefully beforehand 
where the discussion ought to lead to, how it can best start, 
and how to steer it aright and keep it from scattering everv- 

101 



THE TEACHER TRAINING HANDBOOK. 

where. A woman teacher has a vast advantage, at least in 
one respect, over a man teacher of Seniors. A woman can 
artlessly and with unsuspicioned innocence change the con- 
versation to her way of thinking before the fat wit of the 
average man realizes that it ought to change, and why. 

42. Senior Need. According to past experience, of all the 
seniors who will ever become Christians, ninety -five percent 
have already became so. In the new world of thought, emo- 
tion, will and conscience, they reawaken to the place of Christ 
in them, and of themselves as representatives of Christ in 
the world. The more spiritually susceptable the individual 
nature, the more will it find itself face to face with the same 
kind of problem Jesus of Nazareth faced, when he heard the 
voice out of heaven say, ''Thou art my beloved Son." It 
v/as in this consciousness, new to him, that he was driven 
by the Spirit into the wilderness of trial. The young man and 
woman face a crisis of the same kind, a new determination of 
self in the light of a newly discovered Christian conscious- 
ness. 

43. Service. It is in this stage of the mind's life that 
the whole career of adjustment hangs on the determination 
of self. The appeal to service as a repiesentative of Christ 
in the world is irresistible if the determination is along the 
line of surrender — absolute and utter — such as was Christ's. 
Missionaries are born here in this period. Teachers thrill with 
an unreasoned passion to help the untaught. Ministries of 
sorts compatible with the God-given abilities are settled upon 
or faith in God is lost or dulled or deadened. The teacher 
of Seniors' has need to be a wise personal friend, never a 
lecturer. More young people are disheartened by well-inten- 
tioned but irrelevant class room lectures than are helped by 
them. They may like the teacher personally and endure the 
lectures for friendship's sake. If the teacher must lecture 
someone, announce a special lecture night at the church build- 
ing, and if any come, go after them with the best lecture 
obtainable. The Senior class is not the occasion for lectures 
on lessons. It is a most sacred opportunity to bring them, 
their lives, purposes, motives, aims, aspirations, hopes, desires 
— even their actual or incipient infidelities, face to face with 
God in Christ, the Perfect Man. No senior class of ten mem- 
bers is a success regardless of its organization and local good 



THE TEACHER-TRAINING HANDBOOK. 

works, if at least one of its membership each year fail to con- 
secrate the life wholly and fully to some phase of Christian 
ministry in behalf of the Lord Jesus. The Senior teacher who 
fails to bring this consecration to pass has need prayerfully 
to ask the Spirit of God to qualify him to teach in the school 
of disciples of Him who came not to be served but to serve. 

Review Questions. 

Characterize the Primary Junior and Intermediate periods. 
(37.) 

What two new qualities appear in the Intermediate period? 
(37.) 

How ought teaching of Intermediates to be changed from 
that of the Junior period? (37.) 

Illustrate the historical view of moral judgment. (37.) 

Is a lie ever justifiable? 

Is ''suspend judgment till all the facts are known" a 
practicable bit of Christian philosophy? Why? (38.) 

Why is it important to waken conscience and moral judg- 
ment in the adolescent period? (38.) 

Characterize the Senior period. (39.) ^ 

Why is the Senior teacher's opportunity especially valu- 
able? (39.) 

Why is coeducation of Seniors desirable or undesirable? 
(40.) 

Why is lecturing a poor teaching habit? (41.) 

Mention some conspicuous needs of Seniors. (42.) 

Why is the Senior period especially important to the future 
of the Church and all her enterprises? (43.) 

How many Seniors from your school have dedicated their 
lives to the ministry in the past five years? 

Who is to blame? Ask your pastor. 



Lesson 27. — The Adult Department. 



44. Adult Department. Teachers in the school of Christ 
are called to teach not lessons but Life. The notion that 
lessons are chosen to be taught rather than to be used as 
instruments or occasions or opportunities to teach life is 

103 



The teacher-training handbook. 

at the root of nine-tenths of Sunday School inefficiency. Wit- 
ness the old time Bible Class. Everybody using quantities of 
lesson leaves. Teacher says, 

"What is the lesson today?" 

"What is the Golden Text?" 

"John, read the first verse." 

"What did Moses say?" 

"James, read the next verse." 

"What did Aaron say?" 

*'Jude. read the next verse." 

"What did the calf say?" 

'Now what lesson can we get out of this for us?" 

That sort of lesson teaching in the school of Christ! 
Life! Life! "I came that they might have life and have 
it in fulness," said Jesus Christ. 

45. There are modern Sunday-Schools having more than 
two thousand adult enrollment. Many organized adult classes 
have more than a thousand enrollment. The new organized 
Adult Bible Class movement has called into being numerous 
classes, classes numbering hundreds. In all, fully one- 
seventh of the population of the United States is enrolled in 
the Sunday School. Only inadequate teaching form and in- 
adequate facilities for housing the host prevents that number 
from being doubled in a surprisingly brief time. 

46. This mighty host waiting, in order each week to be 
taught — what? Lessons of life? Bible Geography or the 
Grace of God? Bible History or religious living? Let no one 
decry religious scholarship and the religious use of the Bible. 
But let no one fail to note that it is indefinitely more impor- 
tant that this million-minded host shall thrill mightily with 
the knowledge of what men are doing to Jesus today than to 
know in order any number of things they did to him nineteen 
hundred years ago. Doubtless Jesus today had rather than 
this host know the exact number of geographical miles from 
Nazareth to Jerusalem, that they should know vividly the 
moral distance between the home and the saloon "just around 
the corner" where the boy goes. Doubtless Jesus will forgive 
much ignorance of Bible institutions, if men will rouse to the 
fact that boys are worth more per pound than pigs and calves, 
even if the saloon does pay a tax to cover about eight cents 

104 



THE TEACHER-TRAINING HANDBOOK. 

per pound avoirdupois on the boys it sends to perdition an- 
nually. 

47. Teaching the Bible Class. These words are written 
to rouse attention to the fact that the teacher faces each 
week an adult problem as multitudinous as the individuals 
present. The problem inside each individual passes through 
kaleidoscopic changes as the life meets new conditions and 
embodies new experiences. In his hand the teacher holds the 
most wonderful handbook of spiritual materia medica ever 
committed to the human race. It is the work of the Spirit 
of God by whom it has been most wonderfully recorded and 
preserved and made living and mighty to each passing gener- 
ation. The Bible is not the remedy, but it points clearly and 
surely and universally to the divine Remedy for every ill of 
the human spirit. It tells moreover, in the most strangely 
wonderful way just how the Remedy is to be appropriated Into 
the life and what results may be expected surely to follow, 
as surely as human modesty meets divine sincerity, as surely 
as the solution is applied to the problem. 

48. Jesus taught an adult class. He taught his class to be 
teachers. He went to and fro teaching all classes and kinds 
of adults, mainly that his class might learn both what to teach 
and how to teach the truth. That that class, the church to be 
when Pentecost was fully come, learned well the lesson is 
fully witnessed by Matthew's record, the best handbook on 
vital pedagogy ever written. When he gave his final message 
to his class he commanded them to teach baptized believers 
to observe all his commands. '*A new commandment give I 
unto you. that you love one another as I have loved you." A 
generation later, the old preacher and teacher, the greatest 
mind ever mastered by the mind of the Master, our teacher 
of the Gospel, the apostle to the Gentiles, Paul, commanded 
Timothy to commit the truths received to faithful men who 
should be able to teach others also; to show himself true to 
God, accurately delivering the message of truth. He declares 
that the servant of God ought to be a skillful teacher, in- 
structing his opponents in a gentle spirit. 

49. The Modern Adult Teacher. 1. He is the representa- 
tive to his class of the character of Jesus Christ so far as 
constant effort can win over human frailty. 2. He is the 
minister of his class, ministering unto them, in behalf of Christ, 

105 



THE TEACHER-TRAINING HANDBOOK. 

the Word of Truth. 3. He is the Christian friend to each 
life in his stewardship. 4. He is the faithful and true steward 
of the secret of God in Christ to them who are out of Christ 
and who would know the salvation that is in Christ and how 
to ''put on Christ that they may be found in him," having not 
a rightness of their own but the rightness that is by faith in 
Christ Jesus. 5. He is the living exponent of the Gospel he 
teaches, shunning not to declare unto others even as unto 
himself the whole counsel of God. G. He is saturated in the 
spirit of the Gospel of Christ even as his thought is saturated 
with "wholesome words, even the words of our Lord Jesus." 
7. He is the pastor of his little flock, for his opportunity to get 
close to individual life is greater in the informalities of class 
association than can come to him who stands in the more 
formal relationship of minister and preacher of the whole 
church. 

Review Questions. 

What is the difference between "teaching a lesson" and 
teaching life? (44.) 

Mention some especial opportunities of the modern Sun- 
day School movement. (45.) 

How would you distinguish between a vital knowledge and 
an irrelevant knowledge of the Bible? (46.) 

What are the Adult teacher's opportunities with reference 
to human problems? (47.) 

How is the Bible related to human problems? (47.) 

Why were the Jewish Scriptures able to make Timothy 
"wise unto salvation?"' 

What part did teaching play in Jesus' personal ministry? 
(48.) 

In the early church? (Acts 2:42 R. V.) In Paul's minis- 
try? (48.) 

Name seven characteristics of the modern teacher in the 
Christian church. (49.) 



Lesson 28. — Preparing to Teach. 



50. Outline. 

I. Locate the Lesson Text. 
II. Read it. 
III. Read at least one chapter both before and following 
the text. 106 



THE TEACHER-TRAINING HANDBOOK, 

IV. Discover the persons connected with the narrative, 
with special reference to the principal speaker and those ad- 
dres-sed. 

V. Reread the text slowly to discover, if possible, what was 
the most striking thing in it to those who first read it or heard 
it spoken. 

VI. Reread the text slowly to discover a truth of universal 
application. 

VII. Reread once more, even more slowly, to discover any 
truth personally applicable, for any reason, or a truth verified 
In personal experience. 

VIII. Reflect sufficiently to connect this "personal truth" 
with other facts of personal character and history. 

IX. Consult Lesson Helps. . 

X. Decide on one main, central truth which can be taught ^ 
out of personal conviction. 

XI. Decide on another truth which may be most applicable ^ 
to known conditions in some life enrolled in the class. 

XII. Determine a ''point of contact," and a "way of ap- ^y 
proval" by general discussion. 

XIV. Write out in full a prayer for the close of your lesson 
period. (Don't use it unless you feel that it is better and more 
expressive of your mind to God than a prayer which may 
spring from your heart spontaneously after teaching.) 

XV. Ask Grod to guide you aright regardless of your prepar- 
tion, if he has something on his program that is not on yours. 

51. The items of this outline are too obvious to need much 
explanation. Hasty and inadequate preparation is an insult 
to Christ, and a mark of inexcusably selfish indifference to the 
lives gathered on a sacred quest, to be taught the way of life. 
If teaching Christ to men is a business at all it is the most 
important business in which one can engage. The excuse. 
"I haven't time" is a lie. The most deceived is the one who 
makes it. We judge things in time and take time for things 
according as we judge their importance. To say "I haven't 
time" is really to say that teaching the Gospel of the dear 
Lord is judged of less importance than the countless triviali- 
ties with which every human life is filled. "Evil is. wrought 
by want of thought as well as by want of heart." The hardest 

* hearts of evil are sometimes thoughtless and careless heads. 

52. To study the Bible according to some well-planned and 
purposeful program does two things: 1. It makes the Bible 

107 



THE TEACHER-TRAINING HANDBOOK. 

into a new and living treasure house of rarest joys. 2. It en- 
riches the life of the student-teacher more than any other 
line of study can possibly do. 

53. Item VII, of the suggested program of study is, in 
some respects, the most important of them all. To illustrate: 
John has had some experience, tragic perhaps, peculiar to him- 
self. It grips him. It is no item of belief but of vital know- 
ledge. He will not argue the reality of it with any doubter. 
He says, simply and finally, *1 know." He tells it to Tom. 
Tom believes it wholly. It is not real to Tom as it is to John, 
therefore it does not *'grip" him with the vivid unshakeable 
conviction that it does John. Tom is a teacher. He under- 
takes to **grip" his class with the tragic reality of John's ex- 
perience. It don't ''grip." Its vital quality is not available. 
In short John's reality was merely second-handed goods to 
teacher Tom. Pupils and classrooms are full of peddlers of 
second-hand truth. When preachers and teachers speak with 
quiet conviction to say, "I know whom I have believed." or 
*'I was lost. By the grace of God I am what I am," there will 
be a valley of dry bones clothed with living flesh and testify- 
ing with world-shaking power the gospel of the grace of God. 

54. The "Point of Contact" between the mind of the teacher 
and the minds of those being taught must always be found 
within the experience of the students. The larger the class the 
narrower is the limit of common experience, the fewer will be 
the points of common interest, and the more carefully will the 
point of contact have to be chosen. The region of possible 
point of contact is also limited by the changes in the mind's 
life as it passes through the different stages of development. 
For this reason, especially, teachers ought to fit themselves 
for teaching in one grade or department, and that exclusively. 
Only the most expert teachers, of wide experience and of rare 
insight into human character and conditions, are competent 
to teach in more than one department. 

55. Use of the Point of Contact. Rarely, if ever, will the 
point of contact be found in the Bible, as a volume, or in the 
lesson text of the day. The point of contact is the starting 
point. It lies before the teacher in the busy, active expectant 
minds of the pupils. Get that point of contact and get it 
quickly! Every moment of delay for reports or anything else, 
is fraught with peril and possible distraction of the class and 
destruction of all preparation. When the minds are yours, 

108 



THE TEACHER-TRAINING HANDBOOK. 

thoroughly, wholly and in unison, then follow a way of ap- 
proach directly toward the chosen truth. When that is plant- 
ed, let it alone. It may need cultivation. It may need to be 
watered with the dews of mutual tears. But God is giving the 
increase. When you have done your work, let God have a 
chance to do his hidden work. "My word shall not return 
unto me void. It shall accomplish that whereunto I sent it." 
56. It is a grave question if men have a right to come 
before God in public prayer with no preparation, while hours 
are spent carefully to prepare a suitable address to men. 

Review Questions. 

Is a definite program of preparation for teaching really 
worth while? How do you know? (50.) 

Why ought Sunday School teaching to be the best, most 
scientific and most purposeful of any? (51.) 

Will you help other teachers to "have time" for preparing 
their work? How? 

What results may be expected from purposeful study of 
the Bible? (52.) 

Il/lustrate from /experience the relative value of **first 
hand" and "second hand" teaching. (53.) 

Describe the Point of Contact. (54.) 

Illustrate from experience the use of the point of contact 
in teaching. (55.) 

In what ways may private prayer properly differ from 
public prayer? (56.) 



Lesson 29. — The Art of Teaching. 



"There is no permanent impression without definite ex- 
pression." 

Would you a scholar attempt to teach, 

Study his habits, nature, speech; 
Make him tell you all he* can 

From this knowledge form j^our plan; 
Beg-in with that which he does know; 

Tell him little and tell that slow; 
Use words that he will know and feel. 

Review, call back, draw out at will; 
Consult his tastes, help him to climb, 

Keep him working all the time; 
Be firm, be gentle, love is strong; 

Look to Jesus, you'll not go wrong. — 
Silas Farmer. 
109 



THE TEACHER-TRAINING HANDBOOK. 

57. Introductory. The art of story telling is the teacher's 
art of expression, for the purpose of producing impression 
upon the mind of the pupil. The art of questioning is che 
reverse of the art of story telling. It is the teacher's op- 
portunity to elicit definite expression in order both to deepen 
impression and to give opportunity to correct false or faulty 
impressions on the part of the pupil. Perhaps no branch of 
the art of teaching is more important, more necessary and 
more diflSicult to acquire than is this art of drawing forth from 
other minds the content of memory, expressions of judg- 
ment or clear statements concerning "facts of consciousness." 

58. Socrates' Art of Questioning. This wise philosopher 
of antiquity first gave prominence to the art of questioning 
as an active instrument in education. The Socratic question 
is based on the underlying philosophy of the mind held by 
Socrates. He afllrmed that the human mind held within it 
from the beginning all knowledge which it might ever at any 
time attain; that education consisted mainly in drawing out 
by suggestive questions this latent knowledge into conscious- 
ness. While the modern philosophy of the mind is not that of 
ancient Greece, the art of questioning to which that philosophy 
gave birth has scarcely been improved upon. 

59. The Attitude of whe Minds of the Pupils Under Ques- 
tioning is proof to the teacher of his ability or inability to 
use successfully the art of questioning. So frequently has 
the act of teaching been mainly along the line of lecturing by 
the teacher, and of more or less passive receptiveness on the 
part of the pupils, that the active state of the mind brought 
about by questioning not infrequently startles the pupil into 
a total inability to think. Such a condition on the part of 
the pupils is the severest condemnation of the teacher. Any 
teacher who will successfully develop the art of story telling 
on the one hand and the art of questioning on the other, will 
soon find himself in the very heart of the most beautiful 
exercise of that highest of all arts — teaching religion. 

60. Kinds of Questions. 1 — The simple, direct question 
assumes active knowledge on the part cf the pupil and is 
usually so put as to be answered by yes, or no. This is the 
poorest of all questions for the teacher's use. A good teacher 
will always find means to avoid the use of it, except when 
the committal of the pupil's mind ^y *'yes" or *'no" is an atti- 

110 



THE TEACHER-TRAINING HANDBOOK. 

tude which the teacher wishes to use. 2 — The indirect ques- 
tion is almost invariably an appeal both to memory and judg- 
ment. The answer of the question cannot be made by a more 
or less passive yes or no. It involves an active use of the 
mind in selecting from the contents of memory, comparing 
them and forming judgments from comparisons and contrasts. 
3^ — The hypothetical question sets a purely imaginary fact or 
condition before the mind as a basis from which to elicit a 
statement of judgment, either in the reeion or mental or mor- 
al judgments. This is a most valuable question for the 
teacher's use. It was a favorite form of questioning by Jew- 
ish prophets, by Jesus in his parabolic condemnations, and is 
exceedingly valuable in the field of religion. The basis of it 
is an appeal to the imagination, akin to the appeal to mem- 
ory on matters of history. The condition imagined is wholly 
objective to the one who is questioned. The mind forms its 
judgments unhampered by considerations of personal inter- 
ests. Jesus' parables of the two sons and of the wicked hus- 
bandman, are perfect illustrations of this form of questioning. 
A better illustration, perhaps, of the use of the indirect ques- 
tion, in connection with the direct appeal to consciousness by 
question, is contained in the narrative of Matthew 16:13-20. 
61. As Jesus was passing through the country with his 
class, he asked them quite casually as to popular opinion con- 
cerning a prophecy which had been prominent in Jewish his- 
tory for many centuries. As if to elicit a fact of information 
he inquired cf them, *'who do men say that the Son of Man 
is?" They proceeded to ansver the question as to the var- 
ious interpretations of the ancient prophecy and of current 
opinion concerning the personal identity of the Son of Man. 
With their minds all centered on this one historic and pro- 
phetic fact, and on the general sentiment of people at large 
concernins: it, he said to them simply, *'now who do you say 
that I am?" The setting in which Jesus framed this question 
made it almost tragic in its significance. The appeal of the 
question was to the consciousness of the members of his class 
for judgments based on their impressions. Peter's answer so 
far transcended any possible deduction, or impression as a 
result of sense perceptions or feeling impressions from as- 
sociation with Jesus, that Jesus was impelled promptly to af- 
firm that Peter's answer had not been revealed to him through 
any ordinary channel of human knowledge, but was a revela- 

111 



THE TEACHER-TRAINING HANDBOOK. 

tion from the Father through Peter of a fact which Peter 
himself did not comprehend. *'And he charged them strictlj^ 
they should tell no man that he was tte Christ." 

62. Questions and the Point of Contact. With pupils of 
the Advanced Division or Adult Department the point of 
contact can usually be best found, not by concrete object 
presentation to the senses, but by direct question appealing 
to consciousness concerning a vital fact or relationship of 
life. If the teacher is a master, knowing with reasonable as- 
surance the conscious experiences oC the class, their prob- 
lems and the solution, this immediate appeal to vital and 
fundamental issues of life is a powerful instrument by means 
of which to fix and hold attention through the entire course 
of instruction. 

63. Preparing Questions. When the teacher has decided 
upon the central truth and the point of contact for teaching, 
the way of approach should be marked definitely by questions 
first on one side, positive, and then on another, negative, 
first of one kind and 'then of another, in order that, without 
pause or hesitation the minds of the pupils once started to 
moving in unison, they may be kept going irresistibly and 
inevitably to the conclusion the teacher seeks to establish as 
a basis for pointing out the divine remedy. It will be well 
for teachers to have before them a series of headings under 
v^hich to place questions concerning the development of the 
lesson. Let the headings be somewhat as follows: "Memory 
Facts of History," ''Memory Facts of Consciousness," **Men- 
tal' Judgment," "Moral Judgment," "Acts of Will." Under 
each of these headings, let the questions concerning history, 
life, character and destiny be placed without regard to logi- 
cal arrangement. When the series of questions has exhausted 
the teacher's insight into tie relations between the truths of 
the narrative and the lives of the pupils, then let the ques- 
tions be carefally assorted and classified, and assigned be- 
forehand, at least in the teacher's mind, to different students 
to whom they shall be addressed. In this- method of teach- 
ing the teacher m.ust be keen and alert. The discussion must 
be kept from becoming general and scattered, rather than 
specific, direct and toward a definite end. 

64. The Purpose of Questions should be disclosed in their 
progressive character from facts of interest and information 

112 



THE TEACHER-TRAINING HANDBOOK. 

to facts of conscience and will, toward which every vital 
lesson will always be driven. It is not true that people will 
live better lives if they know more facts. The quantity of 
knowledge possessed gives no assurance of one's moral life. 
Action follows emotion. It is the teacher's business to arouse 
in the students, feelings out of which right actions must pro- 
ceed without violent affront to the integrity of moral being. 
And, if it be true, as Marcus Dods states, that all wrong con- 
duct is based on wrong conceptions of God, the teacher's ob- 
ligations to the students to clarify and correct wrong con- 
ceptions of God is the only foundation on which to build right 
feelings toward God and man, and Godly conduct towards 
one's self and his fellowmen. It is unfortunately true that 
''Theology" as a science has been in popular disrepute for 
some generations. This sentiment must be corrected for 
there is no possible basis for a Christian life except upon the 
Christian interpretation of the being and relations of God. 
This is theology. The most important fact about any human 
life is not its accumulations but its appreciations. To ap- 
preciate the being, the goodness and the works of God, is 
the highest, fullest and truest development of the human 
mind. 

Review Questions. 

Commit to memory the little poem of Farmer's. 

How are the arts of story telling and of questioning re- 
lated? (57.) 

What is the ''Socratic'" Method of Questioning? (58.) 

How may the teacher test his own ability to ask vital ques- 
tions? (59.) 

Does your own mind refuse to work sometimes when you 
are abruptly questioned? 

What responsibility does this place on you toward pupils? 

Tell why and when the categorical question is a poor one 
for teacher's use? (60.) 

What prrpose may sometimes be served by introducing a 
term into the question which has not been used in the text? 

Illustrate the indirect question. (60.) 

Where have you either successfully, used or heard used a 
hypothetical question? (60.) 

If you were asked to propound a hypothetical question of 
three co.ncident circumstances, how would you begin it? 
(8) 113 



THE TEACHER-TRAINING HANDBOOK. 

Why does Matthew 16:13-16 take on new meaning in the 
light of the art of questioillng? (61.) 

If you were called upon unexpectedly, to speak to a pri- 
mary class and to an adult class immediately following, were 
wholly unprepared, and had only two minutes' time with each 
class, why would you change both your tone of voice, use of 
words, and plan of asking questions? 

How do school pupils learn the multiplication table? 

How will you learn the art of questioning? Will you? 

Name some proper classifications of questions. (63.) 

What mental faculties have most need to be assaulted by 
questions, in religious instruction? (64.) 

What is the relation between theology and life? (64.) 

Classify the questions in the foregoing list. 



Lesson 30. — Teac*hers' Meetings and Teacher Training. 



65. The Sunday School Council bears the same relation 
to the Sunday School as the board of education does to the 
public school. Regular meetings of the Council must be held, 
for the sake of the welfare of the school and for the devel 
opment of a wholesome and intelligent Sunday School sen 
timent in the church. Meetings of the board of education of 
the Sunday School should carefully consider all matters of 
general adjustment and administration before they are brought 
before tte schocl if, indeed, they should be brought before 
the school at all. 

66. Organization. Experience has proved that it is wholly 
impossible to have a Sunday School in any adequate sense of 
the term without weekly meetings of the faculty which in 
reality compose the school. It has frequently been stated 
that a trained teacher makes a good school. This is not true. 
With support and help from others a trained teacher may 
make a good class, but to have a school requires far more 
than a number of classes meeting at the same hour and in 
the same place. Without the help of pastoral vision of the 
educational system of the church, and without a superinten- 
dent who organizes the system from the Family Division 

114 



THE TEACHER-TRAINING HANDBOOK. 

to the Pulpit, no teacher, however well trained can make the 
most and best of one class. Then the work of each class 
must be built into the common work of the department. The 
work of each department must be articulated, joined to, and 
built into the work of the departments both before and fol- 
lowing it. The department of Elementary Grades has been 
for some time the only one which was thoroughly, adequately 
and properly organized. The vast numerical losses to the 
school in the Intermediate and Senior grades are partly due 
to the lack of organization and partly due to the fact that 
the Sunday School cannot meet all the needs of adolescence, 
without going outside its proper work as a school of religious 
instruction. A broader educational vision is compelled to 
include the Young Poople's Society of Christian Endeavor, and 
similar societies of young people, as an integral and neces- 
sary factor in religious culture. The frame work of pledge, 
meeting for testimony and prayer, and committee work in 
which the young people work together regardless of sex dis- 
tinctions, fits the adolescent period as a glove fits the hand. 
It need not be surprising if it fits the Juniors in just about 
the same way that an adolescent glove would fit a junior 
hand. But the larger educational organization of the church 
will include the work which has to do distinctively with re- 
ligious culture through association, and maturing of the mind 
religiously, as well as the work which has to do with processes 
of direct instruction. 

67. Faculty Meetings. The superintendent of religious In- 
struction is, more than anything else, a superintendent of 
teachers. His business is to have in mind a well defin>:;d sys- 
tem, a plan of organization and then by suggestion and per- 
suasion to fit each department and each teacher into the sys- 
tem of instruction he has devised. Weekly faculty meetings 
are indispensable, both for the education of superintendents 
and teachers and also for the larger interests of the school 
organization. At these weekly faculty meetings the pastor 
ought to give in few words the truths he wishes to be most 
emphasized in the teaching. The superintendent, or some- 
one at his appointment, ought to deal briefly and concisely 
with methods of lesson presentation especially applicable to 
the teaching of the following Sunday. Faculty meetings are 
not properly for the study of the lesson, but for the compari- 

115 



THE TEACHER-TRAINING HANDBOOK. 

son of results of study, and for mutual help by the teachers 
in the best teaching methods. 

68. Teacher Training. Every church owes to itself, to 
its membership, and to its community to have a teacher train- 
ing class meeting weekly at the session of the school. The 
membership of this class should be carefully chosen and set 
apart by consecration and prayer on the part of the leaders 
of the church. Members of this class should be exempt from 
teaching during their period of preparation. If the plans of 
the International Sunday School Association are followed, each 
church will be providing itself through its training depart- 
ment with an additional supply of workers fiv^ times each 
year. Members of the class may enter at the beginning of 
each of the five sections in the first year Standard Training 
Course. As they complete in order the sections of the book, 
they will be graduated at the end of the year from time of 
entrance into the training class. The demands which the 
world is properly making on the Sunday School compel this 
addition to the effective educational force of the church. 

69. Special Training. It has been intimated, and may now 
be stated explicitly, that teachers, after the period of gen- 
eral preparation, ought always to specialize on some one de- 
partment or grade of the school. To know thoroughly the 
human mind at a given stage of development; to have a ready 
command of large resources for meeting the needs and de- 
mands of a given age, is a life task for the average Christian 
worker. Teachers will naturally form intimate personal re- 
lations with their pupils but this mutual friendship ought no 
more to determine whether a teacher shall go on with the 
class into another department than does a like condition de- 
termine the place of teaching in a public school. To learn 
the mind that is to be taught, to learn what to teach to that 
particular mind, to learn how test and most effectively to 
teach in a particular grade, is a high standard of proficiency 
worthy of the devotion of every Servant of the Lord. 

70. Pastoral Work. The teacher who only teaches on 
Sundays, cannot properly teach at any time. The pastoral 
relationship between teacher and pupil is one of the tenderest 
and most vital of ministries that the teacher may ever hope 
to know. To follow the pupils into their home life, to know 
them in their customary surroundings, to give them the privi 

116 



THE TEACHER-TRAINING HANDBOOK, 

lege of knowing the teacher as a factor in their everyday life, 
to bring the pupils into the home life of the teacher for the 
vision of larger things and for the cultivation of mutual friend- 
ship, are vital elements of successful teaching of religion. 
The teacher of an adult class is under special obligations to 
do a pastoral work which only the friendly offices of a Chris- 
tian teacher and leader can do in hours when help is most 
needed. Oftentimes during the teaching period of the school, 
some question will be raised or some remark made that will 
make a deep and abiding impression in some student's life. 
The teacher is under equally great obligations to follow up 
this effect of the teaching period with the offices of personal 
counsel as he is to teach. Only so shall the period of larger 
service be assured to the Servant of the Lord, and he "show 
himself true to God, a workman not having need to be asham- 
ed, accurate in delivering the Message of Truth." 

Review Questions. 

Who constitute the Board of Religious Education in your 
local church? 

What are the relations of Superintendent and teacher to 
each other and to the school? (66.) 

Name some valid reasons why the Sunday School organi- 
zation cannot displace the Y. P. S. C. E. {66.) 

Ought the Endeavor Society to try to do adult work which 
properly belongs to the Organized Adult Bible Class? 

If Endeavorers stay about the drill camp when a great 
Sunday School fight is on — What about it? 

Describe an ideal faculty meeting suited to your Sunday 
School. Make a program for such a meeting. Why not have 
the meeting? (67.) 

How may a teacher training class be made a permanent 
feature of your educational work? Ask your pastor. Tell 
the Superintendent. 

What special training have you had during the past year? 
(70.) 

How may the pastor and the teacher-pastor be brought 
to more effective co-operation in your class? (70.) 



117 



PART IV.— OLD TESTAMENT HISTORY. 



Lesson 31. — The Old Testament Books. 



1. The word Bible is from the Greek word Mhlia, which 
means hooks. Sixty-six books are bound up in what we call 
the Bible. Such an evident and marvelous unity pervades the 
collection that we properly speak of it as the Book. 

2. The Bible names itself "the Word of God." (Eph. 6:17; 
Heb. 4:12). The fact that it was committed to writing gave 
it the name of "the Scriptures" (John 5:39), or "the sacred 
writings" (2 Tim. 3:15). The form in which these writings 
were preserved gave it the name of the "book'' (Deut. 17:18; 
Josh. 1:8; Neh. 8:8). From the form of ancient books, it was 
called the "roll" (Ps. 40:7; Luke 4:17, margin). It is also 
called "living oracles" (Acts 7:38), or "oracles of God" (Rom. 
3:2). 

3. In regard to the time of revelation the Scriptures are 
divided into two portions — one spoken of old time to the 
fathers through the prophets and the second portion spoken 
through the Son in these last days unto us (Heb. 1:1, 2). The 
first portion contains the story of the life of God's people 
under the old covenant made at Sinai. The second contains 
the story of the new covenant in Christ (Heb. 8:1-13). We 
therefore speak of the first part of the Bible as the Old Testa- 
ment, or covenant, and call the second part the New Testa- 
ment, or covenant. There are thirty-nine booivs in the Old 
Testament, and twenty-seven in the New Testament. 

4. There are five popular groups of the Old Testament 
books. 

1. The Pentateuch: 5 — Genesis, Exodus, Leviticus, Num- 

bers, Deuteronomy. 

2. The Historical Books: 12 — Joshua, Judges, Ruth, First 

and Second Samuel, First and Second Kings, First 
and Second Chronicles, Ezra, Nehemiah, Esther. 
119 



THE TEACHER-TRAINING HANDBOOK. 

3. The Poetical Books: 5 — Job, Psalms, Proverbs, Ecclesias- 

tes. Song of Solomon. 

4. The Major (or larger) Prophetical Books: 5 — Isaiah, Jere- 

miah and Lamentations, Ezekiel and Daniel. 

5. The Minor (or smaller) Prophetical Books: 12 — Hosea, 

Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habak- 
kuk, Zephaniah, Haggai, Zechariah, Malachi. 

5. The Jews grouped their scriptures in the following divi- 
sions: The Law of Moses, the Prophets, the Psalms (Luke 
24:44). The books were arranged as follows: 

/. The Law — 

i. e., The Pentateuch 5 books 

11. Prophets — 

1. Former prophets: Joshua, Judges, Samuel 
Kings 4 books 

2. Latter prophets: Isaiah, Jeremiah, Ezekiel, 

and the Tw^elve 4 books 

III. The Psalms— 

1. Three poetical books: Psalms, Proverbs, 

Job 3 books 

2. Five rolls:* Song of Songs, Ruth, Lamenta- 
tions, Ecclesiastes, Esther 5 books 

3. Three books; Daniel, Ezra-Nehemiah, 
Chronicles 3 books 

24 books 
The books of Samuel, Kings and Chronicles were not divided 
\)y the Jews until the sixteenth Christian century. The twelve 
minor prophets were counted as one because, ov/ing to their 
smallness, they could be written on one roll. The Psalms com- 
ing first in the third division, gave its name to the division. 
See Luke 24:44. 



*"The 'five roils' are so called because each of these five books 
was written on a roll for reading at Jewish festivals; the Song of 
Songs at Passover, Ruth at the Feast of Weeks or Pentecost, 
Ecclesiastes at the Feast of Tab ernacles, Esther at the Feast of 
Purim, while Lamentations was recited at the anniversary of the 
destruction of Jerusalem.** 

120 



THE TEACHER-TRAINING HANDBOOK. 



Review Questions. 

What is the derivation of the word Bible? (1). 
What does the Bible call itself? Give references. (2.) 
What two great divisions of the Bible, and why? (3.) 
What is the popular grouping of the books of the Old Testa- 
ment? What books may be assigned to each group? (4.) 

How did the Jews group the books of the Old Testament? 
What five books are read at five Jewish feasts? (5.) 



Blackboard Outline. 

1. Bible=-&^&^^a=books— 66— O. T., 39; N. T., 27. 

2. Names: Word of God; scriptures; the book; the roll; 
living oracles, oracles of God. 

3. Divisions: Old Testament and New Testament. 

4. Modern Grouping: 1. Pentateuch, G. E. K N. D. 2. His- 
torical, J. J. R. 1 and 2 S. 1 and 2 K. 1 and 2 C. E. N. E. 3. 
Poetical, J. Ps. Pr. Ec. S. of S. 4. Major Prophets, Is. Jer. 
Lam. Ez. Dan. 5. Minor Prophets, Ho. Jo. Am. Ob. Jo. Mi. Na. 
Ha. Ze. Ha. Ze. Ma. 

5. Jewish Grouping: 1. Law. 2. Prophets. 3. Psalms. 



Lesson 32. — The New Testament Books. 



6. The New Testament is a collection of 27 books by nine 
authors — Matthew, Mark, Luke, John, Paul, Peter, James and 
Jude. The authorship of Hebrews is unknown, though fre- 
quently ascribed to Paul. 

7. For memory purposes we may distribute the 27 books 
into five groups: 

1. BiograpMcal: 4 — Matthew, Mark, Luke, John. 

2. Historical: 1 — Acts of Apostles. 

3. Pauline Epistles: 13 — Romans, 1, 2 Corinthians, Galatians, 

Ephesians, Philippians, Colossians, 1, 2 Thessalonians, 
1, 2 Timothy, Titus, Philemon. 

321 



THE TEACHER-TRAINING HANDBOOK. 

4. General Epistles: 8 — Hebrews, James, 1, 2 Peter, 1, 2, 3 

John, Jude. 

5. Prophetical: 1 — Revelation. 

8. General epistles were not addressed to particular churches 
or Individuals as w^ere the Pauline. Hebrews is commonly as- 
signed to Paul, but no one knows who wrote it. Its general 
character may properly associate it with the general epistles 
which were written to the general church or to scattered dis- 
ciples. 

Review Questions. 

How many books in the New Testament? (6.) 

How many authors of these books? (6.) 

Name the books each one wrote. (6.) 

Name the five popular groups of New Testament books, and 
the books in each group? (7.) 

Why do we name some of the New Testament writings 
"general epistles?" (8.) 

Blackboard Outline. 

New Testament: 27 books, 9 authors: — M. M. L. J. P. P. J. 
J. 1 unknown. 

1. Biographical: 4 books; M. M. L. J. 

2. Historical: 1 book; A. of A. 

3. Pauline Epis.: 13 books; R. 1 and 2 C. G. E. P. C. 1 and 
2 Th. 1 and 2 Ti. T. Ph. 

4. General Epis.: 8 books; H. J. 1 and 2 and 3 J. Ju. 

5. Prophetical: 1 book; R. 



122 



THE TEACHER-TRAINING HANDBOOK, 



PART v.— OLD TESTAMENT HISTORY. 



Lesson 33. — The Chosen Family. 



1. The first two chapters of Genesis are the introduction to 
the Bible. These chapters portray an ideal situation and 
condition of the world and of human life. God's approbation 
la expressed in the recurring words — "and God saw that it was 
good." When the heavens and earth were finished and man 
was placed in Eden, the estimation of the Creator was — "God 
saw that it was very good." Nothing different could be de- 
sired. 

2. The third chapter gives the account of the entrance of 
Bin into the world with its consequent train of woes. Begin- 
ning with the third chapter the Bible records the story of the 
working out of God's purpose to redeem the whole creation 
from its bondage to corruption, because of sin (Romans 8:21). 

3. God c'hose men to help him carry out this purpose. This 
chosen line developed from a family into a people and the 
people became a nation. The nation proved a disobedient 
servant and was temporarily set aside. In the New Testament 
God chose a new line which he calls his church. 

4. The first period of Old Testament history begins ivith 
the third chapter of Genesis and closes with the birth of Moses, 
and may be named The Chosen Family. 

5. The second period closes with the life of Samuel, and 
may be called The Chosen People. 

6. The third period comprises the reigns of Saul, David 
and Solomon, and may be named The Chosen Kingdom. 

7. The fourth period may be named The Divided Kingdom. 
This period may be studied in two sections, The Kingdom of 
Israel, and the Kingdom of Judah. The period closes with the 
captivity in Babylon. 

8. The fifth period begins with the captivity in Babylon 
and continues through the close of the Old Testament story 
and covers the centuries intervening between the Old and New 
Testaments. It may be named The Jewish Province. 

9. The story of The Chosen Family is found in the booi^ 
of Genesis. The duration of the period is from Adam to Moses. 
The great personalities of this period are Adam, Abraham^ 
Jacob, Joseph. 



THE TEAGHER-TRAINING HANDBOOK, 

10. The chief events in the Adam chapters, (1-11) are 
Creation, Fall, Deluge. Note the ten men in the line of Adam 
(Gen. 5) and the ten in the line of Shem (Gen. 11:10-26). 

11. The chief events in the Abraham chapters (12-25) are 
the Promise (12:1-3) and the offering of Isaac. The call of 
Abraham is the first clear announcement of Jehovah's pur- 
pose. Jehovah gave Abraham a great promise in which were 
three covenants; first, he should have posterity like the stars 
for multitude; second, his descendants should have a land 
of their own to dwell in; third, ''in thy seed shall all the na- 
tions of the earth be blessed." The sign of circumcision is as- 
sociated with the first covenant (Gen. 17:1-14). The flaming 
torch which appeared in the great darkness is associated with 
the second covenant (Genesis 15:7-21). The sign of the un- 
changing heavens is associated with the third covenant in the 
great promise (Genesis 15:5; compare Jeremiah 31:31-36; 
33:20-26). 

12. The chief event in the Jacob chapters (26-36) is Jacob's 
repentance in restoring the birthright to Esau (Gen. 33). 

13. The chief event in the Joseph chapters (37-50) is the 
saving of the chosen family through his exaltation. 

14. In the period of the Chosen Family each individual 
had immediate access to God, either through his own altar and 
sacrifice, or through the priestly office of the head of the 
family. For this reason this period is called the Patriarchal 
Dispensation. 



Review Questions. 

Periods of Old Testament History. 

Name the periods of Old Testament history and the duration 
of each. (4, 5, 6, 7, 8). 
Where is the story of the first period found? (9.) 
Who are the principal persons in this period? (9, 10.) 
What are the principal events in this period? (10, 11, 12, 13.) 
What three covenants in the Promise to Abraham? (11.) 
What dispensation covers this period? (14.) 

124 



THE TEACHER-TRAINING HANDBOOK, 

Blackboard Outline. 

1. The Chosen Family: Adam to Moses. 

2. The Chosen People: Moses to Samuel. 

3. The Chosen Kingdom: Saul, David, Solomon. 

4. The Divided Kingdom: Rehoboam to Captivity (a) of 
Israel, (b) of Judah. 

5. The Jewis'h Province: Captivity in Babylon, to Christ. 

The Chosen Family. 

1. Duration. Adam to Abraham (Gen. 5:3-32; 11:10-26) to 
Moses. 

2. The Book: Genesis. 

3. Persons: Adam, Abraham, Jacob, Joseph. 

4. Events: Crea. Fa. Del. Prom. O. of I. Rep. Res. B. Sav. 
Ch. Fa. 

5. Worship: Immediate Approach, Pat. Disp. 

6. The Promise: With three covenants. 1. Great nation; 
2. Promised land; 3. Blessing to all nations. 



Lesson 34. — The Chosen People. 



15. The Period of The Chosen People extends from Moses 
to Samuel the prophet, who anointed the first king over the 
chosen kingdom. The story of the chosen people is found 
in the books of Exodus, Leviticus, Numbers, Deuteronomy, 
Joshua, Judges, Ruth, 1 Samuel 1-8. 

16. The Principal Persons of this period were Moses, Joshua, 
Deborah, Gideon, Samson, Samuel. The high priests of this 
period were Aaron, Eleazer, Phinehas, Eli. 

17. The great events of this period were the deliverance 
from Egypt; the covenant at Sinai; the building of the taber- 
nacle and institution of its worship; the rebellion at Kadesh; 
the conquest of Canaan; the capture of the ark by the Philis- 
tines. 

Associate with the deliverance from Egypt, the commission 
of Moses; the plagues; the Passover; the sea. (Exodus 1-15). 

Associate with Sinai the ten words of the covenant; the 
ratification of the covenant; the golden calf; the intercession 
of Moses. (Ex. 16-33). 

Associate with the tabernaxile, its erection; the consecration 
of the priests (Levit. 8, 9); the first passover out of Egy^t 

12:3 



THE TEACHER-TRAINING HANDBOOK. 

(Num. 9) ; the preparation for the journey to Canaan (Num. 
1-4, 10). 

Associate with the rebellion at Kadesh (Num. 14), the twelve 
spies; the rebellion of Korah (Num. 16); the sin of Moses at 
Meribah (Num. 20) ; the death of Aaron (Num. 20) ; the brazen 
serpent (Num. 21). 

Associate with the conquest of Canaan the conquest of 
Eastern Palestine; the death of Moses; the work of Joshua; 
and the work of the Judges (Deut. 34, Joshua and Judges). 

Associate with the capture of the Ark the death of Eli 
(1 Sam. 4:12-18); the departure of the "glory" from Israel 
(1 Sam. 4:22); the work of Samuel as Judge (1 Samuel 1-8). 

18. Two of the three covenants in the promise to Abraham 
were fulfilled in this period: the first, that his posterity should 
become a great nation; and the second, that they should have 
a promised land to dwell in. 

19. Note a change in the religious situation. From the time 
of Abraham to the giving of the Law^ at Mt. Sinai, the people 
lived under the covenant of circumcision (Gen. 17:9-14). The 
chief requirement under this covenant was faith. At Sinai 
the Law with its ordinances and priesthood w^as added to the 
promise because of transgressions (Gal. 3:19). This was the 
covenant of Sinai which was done away in Christ (Heb. 8, 9). 
The chief requirement under this covenant was the observance 
of its laws and ordinances. 

There was no need of a mediator during the period of the 
chosen family. But Moses became the mediator of the cov- 
enant at Sinai (Deut. 5:22-27). The Mosaic dispensation began 
with the covenant of Sinai and ended at the cross of Christ. 

No priest was needed during the period of the chosen family. 
But the chosen nation had its Aaronic priesthood. 

The chosen family could approach Jehovah in any place. 
The chosen nation worshiped Jehovah at the place he "chose 
to cause his name to dwell there" (Deut. 12:5-8). 

Review Questions. 
Give the name and duration of the second period of Old 
Testament history? (15.) 

In what books is this story recorded? (15.) 
Who were the principal persons in this period? (16.) 
Who were the high priests of this period? (16.) 
What are the principal events in this period? (17.) 
What two covenants in the promise to Abraham -were ful- 
filled in this period? (18.) 

126 



THE TEACHER-TRAIXIXG HANDBOOK, 

What dispensation began with this period? (19.) 
When did this dispensation end? (19.) 
Who was the mediator of this dispensation? (19.) 
Why was the law added? (19). 
To what was the law added? (19.) 

What change in this dispensation regarding the place of 
worship? (19.) 

Blackboard Outline. 

The Chosen People. 

1. Duration of Period: — Moses — Samuel. 

2. Books, Exodus, Leviticus, Numbers, Deuteronomy, 
Joshua, Judges, Ruth, I Samuel 1-8. 

3. Persons. 

(a) Leaders: Moses, Joshua, Deborah, Gideon, Sam- 

son, Samuel. 

(b) Priests: Aaron, Eleazer, Phinehas, Eli. 

4. Great Events. 

(a) Deliverance from Egypt. 

(b) Covenant at Sinai. 

(c) The Tabernacle. 

(d) Rebellion at Kadesh. 

(e) Conquest of Canaan. 

(f) Capture of the Ark. 

5. Associated Events. 

with (a) Commission of Moses; the plagues; the 
passover; crossing the sea. (Exodus 1-15). 

with (b) The ten words; giving of the law; ratifica- 
tion of the covenant; golden calf; interces- 
sion of Moses. (Ex. 16-33). 

with (c) Erection of tabernacle; consecration of the 
priests; first passover; preparation for the 
journey. (Numbers 1-4, 10). 

with (d) The twelve spies; rebellion of Korah; sin 
of Moses; death of Aaron; the brazen ser- 
pent. (Num. 14, 16, 20, 21). 

with (e) Conquest of Eastern Palestine; death of 
Moses; work of Joshua; work of Judges. 
(Deut. 34— Josh. Judges). 
127 



THE TEAGHER-TRAINING HANDBOOK. 

witli (f) Death of Eli; departure of the ''glory " 

from Israel; work of Samuel as Judge. 
(I Samuel 1-8). 
Notes. 

(1) Two covenants fulfilled; a great people, and a 
promised land. 

(2) The covenant at Sinai. 

(3) A mediator. 

(4) Aaronic priesthood. 

(5) A central sanctuary. 



Lesson 35. — The Chosen Kingdom; United. 



20. This period comprises the reigns of Saul, David and 
Solomon. This was the most glorious period of the iiingdom. 
The story of this period is found in 1 Sam. 9,-1 Kings 11; 1 
Chron. 10-2 Chron. 9. 

21. The principal persons of this period are (a) the Kings, 
Saul, David and Solomon, (b) Kmgs' sons, Jonathan, Absa- 
lom, Rehoboam. (c) Warriors, Jonathan; Abner (1 Sam. 26: 
5); Abishai (1 Sam. 26:6); Joab (2 Sam. 11:1); (d) Priests, 
Ahimelech, (1 Sam. 21:1); Abiathar, (1 Sam. 22:20); note 
Abiathar's treason to David (1 Ki. 1:7) and his dismissal from 
the high priesthood by Solomon (1 Kings 2:26, 27); Zadok (1 
Ki. 1:^32); (e) Prophets, Samuel; Nathan (2 Sam. 12:1-14); 
Ahijah (1 Ki. 11:29-40). 

From the first years of the monarchy through the subse- 
quent history of Israel and Judah, the prophetic order had a 
permanent and prominent place. It was the work of the 
prophets to plead for God's ways. They were the ever-present 
divine voice protesting against unfaithfulness to the covenant. 

22. The principal events of this period are: 

(a) During SauVs Reign: Saul spares Agag (1 Sam. 15) 
and is rejected of God; David and Goliath (1 Sam. 17); friend- 
ship of Jonathan and David (1 Sam. 20); Saul's hatred of David 
(1 Sam. 19-26); Saul and the witch of Endor (1 Sam. 28); Saul 
and Jonathan are slain (1 Sam. 31). 

12j^> 



THE TEACHER^f RAINING HANDBOOK, 

(b) During David's Reign: Civil war (2 Sam. 1-4); Ark 
brougat to Zion (2 Sam. 6); David's sin (2 Sam. 11); Nathan's 
rebuke (2 Sam. 12) ; rebellion of Absalom (2 Sam. 15-18) ; re- 
bellion of Sheba (2 Sam. 20) ; David prepares for the building 
of the Temple (1 Chron. 22). 

(c) During Solomon's Reign: Solomon's choice (1 Kings 3: 
5-15); Temple built and dedicated (1 Ki. 6-8; 2 Chron. 3-7); 
Solomon's apostasy (1 Ki. 11). 

23. David's relation to the public wors*fiip of Jehovah: As- 
signs duties to the Levites (1 Chron. 23); arranges the priests 
into 24 courses (1 Chron. 24); arranges the musicians into 24 
courses (1 Chron. 25) ; appoints gate keepers, porters, and 
treasurers for the temple (1 Cfaron. 26). 

Seventy-three of the one hundred and fifty psalms are 
ascribed to David; all of Book I except psalms 1, 2, 10 and 
33; in Book II, eighteen (51-65, 68-70); in Book III, one (86); 
in Book IV, two (101, 103); in Book V, fifteen (108-110, 122, 
124, 131, 133, 138-145). 

24. The progress of the great purpose during this period. 
The central theme of revelation is the great purpose of Je- 
hovah outlined in the Promise to Abraham (Gen. 12: 
1-3). This Promise contained first, a covenant for a 
great people. This was fulfilled by the time of Moses. 

The next covenant guaranteed a • promised land. This 
was fulfilled in the second period of Old Testament history. 
It now remained to ''bless all nations." The opportunity for 
beginning this great work came in the early years of Solo- 
mon's reign. David bequeathed to him a great kingdom, 
great peace, and great honor among the nations. Jehovah 
gave his glorious presence to Jerusalem in the magnificent 
temple. God gave Solomon wisdom. All things were ready 
and "All the earth sought to Solomon, to hear his wisdom, 
which God had put in his heart." This wisdom accepted and 
obeyed in the hearts of men might have brought in God's 
purpose of blessing. This was God's opportunity through 
Solomon. - But Solomon exchanged this wisdom of God for 
fol]y through the infiuence of heathen wives and the nation 
chose the downward way. 

The remainder of Old Testament history portrays Jehovah's 
patient but unavailing attempt with the help of his prophets 
to recover the people to the work of his great purpose. 
(9) 129 



THE TEACHER-TRAINING HANDBOOK, 

Review Questions. 

Give the name and duration of the third period of Old Testa- 
ment history. (20,) 
In what books is this history found? (20.) 
Who are the kings of this period? (21.) 
Name one prophet, one priest, one warrior of this period. 
(21.) 
What was the work of the prophets? (21.) 
What service did David render to public worship? (23.) 
Name the principal events in the reign of Saul. (22.) 
Name the principal events in the reign of David. (22.) 
Name the principal events in the reign of Solomon. (22.) 

Backboard Outline. 

The Chosen Kingdom. 

1. Duration: Reign of Sau^ David, Solomon. 

2. Books: 1 Sam. 9-1 Ki. 11; 1 Chron. 10-2 Chron. 9. 

3. Persons: 

(a) Kings, Saul, David, Solomon. 

(b) Sons, Jonathan, Absalom, Rehoboam. 

(c) Warriors, Jonathan, Abner, Abishai, Joab. 

(d) Prophets, Samuel, Nathan, Ahijah. 

(e) Priests, Ahimelech, Abiathar, Zadok. 

4. Events: 

(a) SauVs reign; Saul sp. Ag.; Dav. and Gol.; Jon. 

and Dav.; Saul and Dav.; Saul and Witch; 
' Saul and Jon. slain. 

(b) David's reign; Civ. war; Ark to Zi.; Dav. sin.; 

Nat. reb.; reb. Abs.; reb. She.; prep, for Temp. 

(c) Solomon's reign; Sols, chce.; Temp, ded.; apos- 

tasy. 

5. Public Worship: 

1. Courses of (a) Levites, (b) priests, (c) musicians, 

(b) porters. 

2. David's Psalms, 

6. Progress of the Great Purpose. 

13(/ 



THE TEACHER-TRAINING HANDBOOK, 
Lesson 36. — The Divided Kingdom — Israel. 



25. The kingdom was divided in 975 B. C, or according to 
SQme chronologists, about 940 B. C, into the kingdoms of Ju- 
dah and Israel. The kingdom of Israel fell in 721 B. C, with 
the capture of Samaria by Sargon, king of Assyria. Nineteen 
kings reigned over Israel during this period. 

The story of this period is found in 1 Ki. 12-2 Ki. 17. .Social 
and religious conditions of the last sixty years of the kingdom 
of Israel may be gleaned from the prophecies of Hosea and 
Amos. 

26. The principal persons in the history of the northern 
kingdom are: Kings; — (1) Jeroboam, of whom it is said all 
through the story of the kingdom, "the son of Nebat, who 
sinned and who made Israel to sin"; (2) Ahah, who exerted 
all his power with the hejp of his wife Jezebel, to establish 
Baal-worship in the kingdom. (3) Jehu, anointed king by 
E:isha, and commissioned to extirpate the dynasty of Ahab 
because of his sins. 

Prophets; (1) Ahijali, w^ho not only commissioned Jeroboam 
(1 Ki. 11:29-39), but later pronounced doom upon his dynasty 
for his sin (1 Ki. 14:5-16); (2) Jehu, who pronounced the doom 
of the wicked king Baasha (1 Ki. 16:1-7); (3) Elijah, who un- 
dertook to turn Israel from Baal to Jehovah (1 Ki. 17-18) ; (4) 
Elislin, who succeeded Elijah and organized schools of pro- 
phets; (5) Micaiah (1 Ki. 22:8, 13-28), w^ho withstood the 
false prophets; (6) Hosea, w^ho plead Jehovah's willingness to 
forgive Israel if the nation wou'd return as an unfaithful wife 
to a forgiving husband. (7) Amos, who bore a message to 
Israel which was like the pealing of thunder which makes field 
and mountain mourn and wither. (8) Jonah, whose message 
to Nineveh was an invitation to Israel to reDent. Seven propn- 
ets pleading in vain with Israel to return to Jehovah; read 
2 Ki. 17:13. 

27. The principal events in the history of Israel are: (1) 
The calf ivorship instituted by Jeroboam at Bethel and Dan; 
(2) the institution of Ba<il worship by Ahab; (3) Contest of 
Elijah on Mt. Carmel; (4) Jehu's destruction of Ahah's dynasty 
and his blow upon Baal w^orship; (5) institution of schools of 

in 



THE TEACHER-TRAINING HANDBOOK. 

the prophets by Elisha; (6) The fall of Samaria and conse- 
quent extinction of the kingdom. 

Review Questions. 

Give the name and duration of the fourth period of Old Testa 
ment history, and tell in what books it is found. (25.) 

How many kings reigned over the northern kingdom? (25.) 

Name three of them. (26.) 

What king was the evil genius of the northern kingdom? 
(26.) 

Name three great prophets of the northern kingdom and 
give the great work of each one. (26.) 

Name the principal events in the history of Israel. (27.) 

Blackboard Outline. 
The Divided Kingdom — Israel. 

1. Duration.— 19 Kings; 975 (94^) B. C— 721 B. C. 

2. Books. 1 Ki. 12—2 Ki. 17. 

3. Persons. 

(1) Kings; Jeroboam, Ahab, Jehu. 

(2) Prophets: Ahijah, Jehu, Elijah, Elisha, Micaiah, 

Hosea, Amos, Jonah. 

4. Events. Calf wors.; Elijah at Mt. Car.; Jehu and dyn. 
Ahab; Sch. proph.; Fall of Sama. 



Lesson 37. — The Divided Kingdom — ^Judah. 



28. The kingdom of Judah spanned nearly four centuries, 
from 975 (940) B. C, when the kingdom was divided, until 
586 B. C, when Jerusalem was destroyed and the king and the 
b3St citizens were carried to Babylon. Twenty kings sat upon 
the .throne of David in this "period. The story of the kingdom 
of Judah is written in 1 Ki. 12-2 Ki. 25; 2 Chron. 11-36 

29. The kings to remember are (1) Jehoshaphat, who was 
one of the best and most faithful to Jehovah. He sent princes 
and Levites to teach the Law of Jehovah in Judah (2 Chron. 
17) and instituted a judiciary for his people (2 Chron. 
19). He made political alliance with Ahab (2 Chron. 18) which 

132 



THE TEAGHER.TRAINING HANDBOOK, 

brought great trouble to Judab. (2) JoasTi, who strove to 
purify the kingdom from the idolatry which followed the al- 
liance with the northern kingdom. He repaired the temple 
(2 Chron. 24). (3) Uzziah, one of the greatest kings. He 
presumed to act as priest and was smitten with leprosy; (2 
Chron. 26). (4) Ahaz, who gave all his influence in favor of 
idolatry. He closed the Temple (2 CHron. 28). (5) Hezekiah, 
who believed in Jehovah, opened the tenaple, and whose faith 
saved the nation when threatened by Sennacherib, the As- 
syrian (2 Kings 18, 19). (6) Manasseh, who filled Jerusalem 
with blood in an attem.pt to stamp out Jehovah worship (2 
Chron. 33). (7) Josiah, who instituted a great reformation, re- 
opened the temple, and upon the discovery of the long-lost 
book of Deuteronomy caused the people to renew their cove- 
nant with Jehovah (2 Chron. 34). 

30. The prophets were active in the life of the kingdom of 
Judah. (1) SJiemaiah rebuked Rehoboam for forsaking the law 
of Jehovah (2 Chron. 12). (2) Azariah encouraged Asa to be 
faithful to Jehovah (2 Chron. 15). (3) Hanani reproved Asa 
for making a league with the Syrian king (2 Chron. 16). (4) 
Jehu rebuked Jehoshaphat for making a league with Ahab 
(2 Chron. 19:2). (5) Zechariah was slain for reproving Joash 
(2 Chron. 24:20-22). ( 6) Isaiah had a ministry covering the 
reigns of Jotham, Ahaz and Hezekiah. (7) Micah was a con- 
temporary of Isaiah. (8) Jeremiah watched the kingdom die 
and followed the pitiful remnant into Egypt (Jeremiah 43-46). 
(9 Zephaniah, (10) Nahum, (11) Joel, (12) Hahakkuk, (13) 
Ohadiah also strove with the nation to hold it true to Jehovah. 
Seven of these prophets have written messages, Joel, Isaiah, 
Micah, Jeremiah, Zephaniah, Nahum, Ohadiah. 

31. The Great Events of the period are (1) Alliance of 
Jehoshaphat and Ahab with the consequent apostasy of Jeho- 
ram. (2 Chron. 18, 21: 5-7); (2) the Apostasy of Ahaz, (2 
Chron. 28); (3) the Apostasy of Manasseh (2 Chron. 33:1-11; 
2 Ki. 21:1-16). (4) The reformation under Joash, (2 Chron. 24) ; 
(5) the reformation under Hezekiah (2 Chron. 29) ; (6) The 
reformation under Josiah (2 Chron. 34, 35). 

32. There were Invasions from surrounding nations. (1) 
Shishak, king of Egypt, invaded Judah in the reign of Reho- 
boam (2 Chron. 12) ; (2) The Ethiopians oame into Judah in 

133 



THE TEACHER-TRAINING HANDBOOK. 

Asa's reign (2 Chron. 14) ; (3) Syria allied with Israel invaded 
Judah in the reign of Ahaz (2 Chron. 28). (4) Assyria cap- 
tured Samaria and the great Sennacherib threatened Jerusa- 
lem (Isaiah 10) in the reign of Hezekiah (2 Chron. 32). (5) 
Nehuchadnezzar, king of Babylon, captuned Jerusalem in the 
reign of Jehoiakim and destroyed the city in the reign of 
Zedekiah and carried the king and people to Babylon (2 
Chron. 36). 

Review Questions. 

How long did the kingdom of Judah stand? (28.) 
In what books do we find the story of the kingdom? (28.) 
How many kings reigned over the kingdom of Judah? (28.) 
Who were the best kings of Judah? (29.) 
Who were the worst kings of Judah, and why? (29.) 
Name two great prophets of the kingdom of Judah. (30.) 
Which prophets left written messages? (30.) 
Name the apostate kings. (31.) 
Which kings were reformers? (31.) 
What invasion did the kingdom suffer? (32.) 
Blackboard Outline. 



The Divided Kingdom. — 


Judah. 






1. 


Durat'< 


Dn: 975 (940) 


B. 


C- 


-586 B. C. 20 Kings 


2. 


Books: 


1 Ki. 12-2 Ki. 


25; 


2 Chron. 


11-36. 


3. 


Kings. 

(1) 
(2) 
(3) 
(4) 
(5) 
(6) 
(7) 


Jehoshaphat; 

Joash; 

Uzziah; 

Ahaz; 

Hezekiah; 

Manasseh; 

Josiah. 










4. 


Prophets. 












(1) 


Isaiah; 












(2) 


Micah; 












(3) 


Jeremiah; 












(4) 


Zephaniah; 












(5) 


Nahum ; 












(6) 


Joel; 












(7) 


Habakkuk. 











134 



THE TEACHER-TRAINING HANDBOOK. 



5. Apostasies. 

(1) Jehoram; 

(2) Ahaz; 

(3) Manasseh. 

6. Reformations. 

(1) Joash; 

(2) Hezekiah; 

(3) Josiah. 

7. Invasions. 

(1) Egypt; 

(2) Ethiopia; 
(3 Syria; 

(4) Assyria; 

(5) Babylon. 



Lesson 38. — The Jewish Province. 



33. With the Babylonian Captivity, which began in 606 B. C, 
Jehovah's disobedient people entered into the experience of 
the terrible woes foretold by Moses in Deuteronomy 28. Dur- 
ing this closing period of Old Tstament history the people 
were in subjection to other nations except for a period of 
partial freedom under the Maccabees. 

34. This Period may be Subdivided into five epochs. 

1. Babylonian Supremacy, 606-536 B. C. This is the seventy 
years of captivity. The story of this epoch is found in the 
books of Daniel and ±Jzekiel and portions of Jeremiah. 

2. Persian, 536-320 B. C. In 330 Alexander the Great over- 
threw the kingdom of Persia and Greece became the great 
world power. For the story of this epoch read Ez?'a, Nehe- 
miah, Esther, Haggai, Zechariah and Malachi. 

3. For about 160 years the Jewish people are subject to 
the Greek kingdoms which succeeded Alexander's death. Dur- 
ing this epoch the Jews were ruled now by Egyptian, now by 
Syrian princes. Josephus is the historian of this and the two 
following epochs. 

4. For about 120 years, from 160 to 40 B. C., the Jews en- 
joyed virtual independence under the rule of the Maccabees, 

135 



THE TEACHER-TRAINIXG HANDBOOK. 

For the story of the struggle for independence read the 
apocryphal books of the Maccabees. 

5. The dommion of Rome dates from about the year 40 
B. C. In the year 37 B. C. Herod assumed the title of King of 
the Jews and began to reign at Jerusalem. 

35. The Notable Persons of the first epoch are 'Daniel, 
Ezekiel, Jeremiah, Nebuchadnezzar. 

36. In the Next Epoc'n we note Zerubbabel and Joshua, Ezra 
and Nehemiah, Cyrus and Xerxes. 

37. In the Epoch of Grecian Control we have Antiochus 
Epiphanes, who defiled the temple and set up an altar to 
Jupiter in its court. 

38. The Patriots, t*he Maccabees, five brothers who threw 
off the yoke of the Syrian princes and restored the worship 
of Jehovah, are the neroes of the fourth epoch. 

39. Hillel and Shamma', the great teachers of the Law, 
are prominent persons in the last epoch. 

40. The Prophets of this Period are: Daniel, Jeremiah, 
Ezekiel, Haggai, Zecliariah and Malachi. 

41. The Chief Events of this last period of Old Tostament 
history are: (1) The captivity of the nation in Babylon for 
seventy years. (2) In the second epoch the events are the 
return to Jerusalem, and re'buildi7ig the temple; Esther be- 
comes queen of Persia. (3) In the third epoch the never for- 
gotten event was the defiling of the temple by Antiochus 
Epiphanes; in this period the Septuagint version of the Old 
Testament was begun at Alexandria in Egypt. (4) The great 
event of the fourth epoch was the independence of the Jeios 
under the leadership of the Maccabees. In this epoch we 
first hear of Pharisees and Sadducees. (5) In the fifth epoch 
Herod the Great begins to rebuild the temple. 

42. The Religious Situation of this closing period is inter- 
esting. The captivity purged the nation from idolatry. But 
the people who returned and repeopled the land conceived an 
ever narrowing spirit of such exclusiveness and bitterness 
toward all Gentile nations as to unfit them as willing instru- 
ments of Jehovah's purpose of world-wide blessing through 
the chosen seed. With the deepening of their love to God 
came an increasing hatred of their Gentile neighbors. 

13^ 



THE TEACHER-TRAINIXG HANDBOOK. 

During the years of tneir subjection there grew stronger the 
hope and wider the expectation of a great deliverer. 

Review Questions. 

Give the name and duration of the last period of Old Tes- 
tament history. (33.) 
Name the five epochs into which it is subdivided. (34.) 
Name the duration of each epoch. (34.) 
Tell where the story of each epoch is found. (34.) 
Name the principal persons in each epoch. (35-40.) 
Name the chief events of this period. (41.) 
Describe the religious situation. (42.) 

Blackboard Outline. 
The Jewish Province. 

1. Duration: 606—4 B. C. 

2. Books: Daniel, Ezekiel, Jeremiah, Haggai, Zechariah, 
Malachi, Ezra, Nehemiah, Maccabees. 

3. Epochs: 

(1) Babylonian, 606-536 B. C. 

(2) Persian, 536-320 B. C. 

(3) Grecian, 320-160 B. C. 

(4) Maccabean, 160-40 B. C. 

(5) Roman, 40-4 B. C. 

4. Persons: 

(ly Nebuchadnezzar, Jeremiah, Daniel, Ezekiel. 

(2) Zerubbabel. Joshua, Haggai, Zechariah, Ezra, 

Nehemiah, Cyrus, Xerxes. 

(3) Antiochus Epiphanes. 

(4) Maccabees. 

(5) Hillel, Shammai. 

5. Prophets: Daniel, Jeremiah, Ezekiel, Haggai, Zechariah, 
Malachi. 

6. Events: 

(1) Captivity. 

(2) Return and rebuilding of the Temple. 

(3) Temple defiled, Septuagint. 

(4) Independence. 

(5) Temple restored by Herod. 

7. Religion: Nation purged of idolatry: Phariseeism. 



THE TEACHER-TRAINING HANDBOOK. 
PART VI.— NEW TESTAMENT HISTORY. 



Lesson 39. — Matthew: Jesus fhe Wonderful Counsellor. 



1. In the Dark Days of the Kingdom of Judah Isaiah gave 
the nation the promise of a great king. He said, "Unto us a 
child is born, unto us a son is given: and the government 
shall be upon his shoulder: and his name shall be called 
Wonderful Counsellor, Mighty God, Everlasting Father, Prince 
of Peace. Of the increase of his government and of peace 
there shall be no end, upon the throne of his father David, 
and upon his kingdom, to establish it, and to uphold with jus- 
tice and with righteousness from henceforth even forever. 
The zeal of Jehovah of hosts will perform this.'* (Isaiah 9:6, 
7, margin.) 

2. The Story of the Old Testament is the story of a broken 
covenant and a rejected people. It is also the story of a 
coming One who would renew the national life. The promise 
of Isaiah became the nation's hope. The great King to come 
became the desire of the oppressed people. This expectation 
and desire were strongest just before the birth of Jesus. 

3. The New Testament opens with the story of this won- 
derful personage. The four Gospels give us four character 
studies of Jesus corresponding to the four nanaes of Isaiah's 
great king. The four Gospels are so arranged as to make us 
to know "who the Son of man is." 

4. The Gospel of Matthew presents Jesus as the Wonderful 
Counsellor. This great king has a great teaching to give us 
concerning his kingdom. The keyword of the gospel of Mat- 
thew is the kingdom oi heaven. 

5. Jesus' Right to Reign upon the throne of David is estab- 
lished in his geneaology. The first chapter gives him twenty- 
eight generations of royal descent from David (1:1-17). He is 
identified with the wonderful child of Isaiah 9:6, 7, in Matt. 
1:22, 23. 

6. The King is Introduced in Matthew 1-4:16. His gene- 
alogy is given (1:1-17); the "Wi&e men from the east" seek 
him (2:1-3); John the Baptist announces him (3:1-17); Satan 
acknowledges him (4:1-11). 



THE TEACHER-TRAINING HANDBOOK, 

7. The Kingdom is Described, explained and demonstrated 
In Matt. 4:17-16:20. Jesus, the Wonderful Counsellor, In the 
Sermon on the Mount (Matt. 5, 6, 7), tells his disciples and the 
multitudes what the kingdom of heaven is. In Matt. 8, 9 the 
Wonderful Counsellor is demonstrating in his wonderful works 
what life In the kingdom will be like in its freedom from every 
thing which oppresses. In seven parables (Matt. 13) Jesus, 
the Wonderful Counsellor, teaches his disciples more con- 
cerning the kingdom. 

8. The Church is Announced in Matt. 16:13-21. Opposition 
(Matt. 10-12) to Jesus' wonderful counsel blinded the hearts of 
the people to the fact that he was the Son of the living God. 
Only the twelve had caught this truth (Matt. 16:15-17). The 
kingdom can rest' only upon the Divine Sonship of Jesus. In 
order that such a faith in him might fill the world, Jesus an- 
nounced the Church, to which he committed the facts of his 
death, burial, resurrection and ascension, thus demonstrating 
his Divine Sonship. To the church is given the commission to 
preach these facts to the whole world that all men may be- 
lieve in Jesus as the Son of the living God. 

9. In the first half of the Gospel of Matthew the kingdom 
of heaven is spoken of as "at hand." But from the sixteenth 
chapter to the close of the book the kingdom is no longer "at 
hand," but to come at some future day which Jesus himself 
does not know. Until the king .returns, the Church is busy 
with his affairs, preparing the way for his returning by preacn- 
ing the gospel to the world. 

Review Questions. 

Repeat Isaiah's prophecy of the wonderful king. (1.) 

What is the character of the Old Testament story? (2.) 

Why do we have four Gospels? (3.) 

What character of Jesus is presented in Matthew? (4.) 

What is the keyword of Matthew? (4.) 

now does Matthew establish the right of Jesus to the throne 
of David? (5.) 

How was he introduced to the world? (6.) 

In what chapters does he demonstrate the kingdom of 
heaven? (7.) 

Why was the Church announced, and what is its mission? (8.) 

Is the kingdom of heaven at hand now, or is it to come? (9.) 

140 



THE TEACHER-TRAINING HANDBOOK. 

Blackboard Outline. 
The Great King. 

The Prophecy. — Isa. 9:6, 7. 

1. Wonderful Counsellor. 

2. Mighty God. 

3. Everlasting Father. 

4. Prince of Peace. 

Four Gospels. 

Matthew, Jesus, — the Wonderful Counsellor. 

Mark, Jesus, — the Mighty God. 

Luke, Jesus, — the Everlasting Father. 

John, Jesus, — the Prince of Peace. * 

The Gospel of Matthew. 

Jesus the Wonderful Counsellor. 

Matt. 1-4:16, The King and his Kingdom Announced. 

Matt. 4:17-16:20, The Kingdom Described and Demon- 
strated. 

Matt. 16:21-28:20, the Church and its Message and 
Mission. 



Lesson 40.— Mark: Jesus the Mighty God. 



10. The Promise of God to Abraham to bless all nations in 
the chosen seed rested upon the truth of God; it could not 
fail. The seed of Abraham after the flesh failed. God sent 
his Son intp the world to call a seed by faith who, with him, 
v^ould work out the great purpose. 

Jesus came and Matthew shows us how he taught us what 
the fulfillment of the purpose would mean to the world. It 
would be the kingdom of heaven. Jesus in his wonderful 
counsel taught us the nature of the kingdom and how finally 
it is to be realized through the faithfulness of the Church to 
its divine commission. The Wonderful Counsellor left us a 
great ideal. Who can make it a reality? 

11. The Mighty God, as Mark portrays Jesus, is able to 
bring it to pass. The characteristic words of Mark are "Power, 
authority, straightway." He portrays the power and authority 

141 



THE TEACHER^TRAINING HANDBOOK, 

of Jesus as equal to that of the might of God his Father, and 
immediately achieving its ends. Another word of Mark is 
"amazed," which expresses the effect upon the people as they 
Deheld the mighty works of Jesus accomplished "straightway" 
by his "authority" and his 'power." 

12. The Mighty God Demonstrates his Power and authority 
in an amazing manner in Mark 1-6. All kinds of disease, 
demons, Satan, sin, death, and even tempestuous nature, yield 
before the authority and power of Jesus, the Mighty God. Note 
the amazement produced by the exhibitions of his might in 
all these dfferent realms of human experience; 1:26; 2:12; 
4:41; 5:15; 5:42; 6:2; 6:14; 6:51; 7:37. 

13. The Mighty God Opposed is the meaning of the story 
in Mark 7-9. This opposition originated with the Pharisees 
(7:1, 5, 8:11, 15), because Jesus did not respect their tradi- 
tions (7:5-9). 

14. The Mighty God Rejected is the story in Mark 10-12. 
The Pharisees, the chief priests, the scribes, the Herodians, 
the Sadducees, the "rulers of the people," determine to slay 
Jesus. He speaks against them the parable of the vineyard 
(12:1-12). 

15. The Mighty God Victorious is the story in Mark 13-16. 
In his life nothing could withstand his power and authority. 
Though he was crucified and laid in the tomb, death could not 
hold him. His power triumphed over death and in his resur- 
rection he demonstrated that he is the Son of God. 

Sin brought the curse into the world. Jesus as the Wonder- 
ful Counsellor tells us in the gospel of Matthew what the 
world shall be like when it is removed. Mark shows us how 
the curse is to be driven out by the victory of Jesus, the 
Mighty God, oven Satan and sin and death and all that followed 
in their train. 

Review Questions. 
Which of the four names in Isaiah 9:6, 7 characterizes the 
gospel of Mark? (11.) 
What are the characteristic words of Mark's gospel? (11.) 
What chapters record the demonstration of the mighty power 
of Jesus? (12.) 

Name some of the ways in which his power and authority 
operated? (12.) 

142 



THE TEACHER-TRAINING HANDBOOK. 

What does Mark note as the effect of these mighty works 
upon the people? (12.) 

What chapters record and explain the opposition to Jeaus? 
(13.) 

Who opposed Jesus, and why? (13, 14.) 

What chapters record the rejection of Jesus by the rulers of 
the people? (14.) 

AVhat appropriate parable did Jesus speak against those 
who were rejecting him? (14.) 

What was the crowning demonstration of the mighty power 
of Jesus? (15.) 

Blackboard Outline. 

Mark. Jesus the Mighty God. 

Demonstrating his Power. 

Mark 1-6. Over Satan, demons, disease, death, sin. 

Opposed. 

Mark 7-9. By the rulers of the people. 

Rejected. 

Mark 10-12. By the rulers of the people. 

Victorious. 

Mark 13-16. In his resurrection from the dead. 



Lesson 41.— Luke. Jesus the Everlasting Father. 



16. Jesus, the Everlasting Father, is the portrait of Jesus 
painted by the artist-author Luke. We might admire the 
Wonderful Counselor, as presented by Matthew, or quake with 
fear in the presence of the Mighty God, as Mark presents 
Jesus. We are comforted and helped by Luke, who shows us 
that the Wonderful Counsellor and Mighty God are but two 
characters of the Everlasting Father. Wisdom and might be- 
long to infinite tenderness. 

17. Consolation and Redemption are the keywords of Luke, 
and express the character of his portrait of Jesus. Simeon 
was the representative of the great class who, with him, were 
"look'ng for the consolation of Israel" (2:25). Anna was the 
representative of the great class who, with her, were "looking 

143 



THE TEACHER-TRAINING HANDBOOK. 

for the redemption of Jerusalem" (2:38). Jesus, the Everlasting 
Father, is Consoler and Redeemer as well as Wonderful Coun- 
sellor and Mighty God. 

18. The Preparation Chapters (1-4:13) introduce him to the 
world. His coming will mean comfort to lowly ones lii^e Zacha- 
rias and Elizabeth, Joseph and Mary, Simeon and Anna. To 
the shepherds the message of his coming was "fear not," to 
the whole world the announcement of his coming is ''good 
tidings of great joy which shall be to all the people" (2:10). 

19. His Galilean Ministry (4:14-9:50) opened with wonderful 
"words of grace" (4:22). He brought consolation to "all them 
that had any sick with divers diseases' (4:40). Sinful men 
like Peter (5:8), and the "great multitude of publicans" (5: 
29) rejoiced in his consolation and redemption. He became 
known as "the friend of publicans and sinners" (7:34-50). He 
was the friend of oppressed women and helpless children (7: 
11-17; 8:1-3; 40-56). How like a father pitying his children 
is the Wonderful Counsellor and Mighty God! 

20. His IVIinistry in Perea (9:51-19:27) gave many other op- 
portunities to manifest his fatherliness. Read the story of the 
Good Samaritan (10:25-37); Mary and Martha (10:38-42); the 
friend at midnight (11: 5-13) ; the story of the highways and 
hedges (14:15-24); the parables of the lost sheep, the lost 
money, the lost son (15:3-32); Lazarus and Dives (16:19-31); 
the Pharisee and the publican (18:9-14); Zacchaeus the pub- 
lican (19:1-10). In these stories Luke opens to us the very 
heart of God our Father. 

21. His Ministry in Jerusalem (19:28-24:53), though over- 
shadowed by the cross, gave many opportunities for the ex- 
pression of the infinite tenderness of the Everlasting Father. 
Read Jesus' lament over Jerusalem (19:41-44); his tender- 
ness toward Simon (22:31); his care for women and children 
(23:27-31); his words to the dying malefactor (23:39-43); the 
walk to Emmaus with the sorrowful disciples (24:13-34). The 
last words of the story of Luke are surcharged with peace 
(24:36) and gn-at joy (24:52). 

Review Questions. 

1. Which of the four names of Isaiah 9:6, 7 characterizes 
the gospel of Luke? (16.) 

2. What are the "keyw^ords'' of Luke? (17.) 

144 



THE TEACHER-TRAINING HANDBOOK, 

3. Name some of the incidents which are found only in 
Luke. (19, 20, 21.) 

4. Name some parables which are recorded only in Luke. 
(20.) 

Blackboard Outline. 

Luke. Jesus the Everlasting Father. 

Preparation. 

1-4:13. Jesus, Consoler and Redeemer. 

Galilean Ministry. 

4:14-9:50. Consoler and Redeemer of the sick and of 
sinners. 

Perean Ministry. 

9:51-19:27. The forgiving Father. 15:11-32. 

Jerusalem Ministry. 

19:28-24:53. Comforting his disciples. 



Lesson 42. — John: Jesus the Prince of Peace. 



22. In Matthew our Attention is Fixed upon what Jesus 
taught. In Mark w^e are amazed by his mighty works. In 
Luke we are moved -by the exhibition of his compassion. But 
in John all of -these characteristics of Jesus are combined in a 
royal character who is King, Prince of Peace. 

23. The Gospel of John may be regarded as a religious drama 
of the Pr'nce of Peace. The prologue of the gospel (1:1-18) 
is a fitting introduction of this marvelous personality. In the 
beginning ''the word was God," But we are to study in John 
the earthly manifestation of this divine being, so **the Word 
became flesh and dwelt among us" (1:14). How did he wish 
us to think of him? Tne answer is in the subsequent chapters 

24. The First Section of the Gospel (1:19-4:54) may be re- 
garded as the first act of the great drama. Note the diiferent 
confessions of the faith of those who come to believe on him. 
But the highest confession is that of Nathanael "Rabbi, thou 
art the Son of God, thou art King of Israel" (1:49). 

(10) 145 



THE TEACHER-TRAINING HANDBOOK. 

25. The Second Section of the Gospel (5:1-12:50) may be re- 
garded as tile second act of the drama. In these chapters the 
faith of the multitude is rising to accept him as their King. 
Note in chapters 12 : 12-19 how Jesus deliberately organizes 
a royal entry into Jerusalem and encourages the popular ac- 
claim which hailed him as ''King of Israel.'* This action of 
Jesus was a carefully planned fulfillment of the prophecy of 
Zechar.'ah 9:9. In the first section of the gospel Jesus offered 
himself to his little circle of disciples as King. In this second 
section he has offered himself to the whole nation as the'r 
kin^'. 

26. In the Third Section of the gospel (13:1-20:31) Jesus 
offers himself to the whole world as its King, in his confes- 
sion before Pilate (18:33-38). Pilate proclaims this to the 
whole world in the inscription which he caused to be written 
on the cross in Hebrew, in Latin and in Greek (19:19, 20), so 
that the whole world might read it in these world languages. 

Jesus is the Prince of Peace. His kingdom is not of this 
world that his officers should fight as soldiers of world king- 
doms (18:36). He will bring ''peace on earth, good will to 
men." He leaves to his followers peace, (14:27). His angels; 
of peace stand guard at the portals of our hearts (PhiL 
4:7). 

27. The Prince of Peace is the Son of God. John wrote his 

gospel to prove it, and offers six lines of evidence. 

1. The testimony of tne Old Testament (5:39). 

2. The testimony of John the Baptist (1:19-34). 

3. The testimony of the miracles or "signs" (5:36; 10:25). 

4. The testimony of Jesus' words (8:26; 12:44-50). 

5. The testimony of God (1:31-34; 5:37). 

6. The testimony of the resurrection of Jesus (20:1-31). 

The Wonderful Counsellor, the Mighty God, the Everlasting 
Father, the Prince of Peace is none other than the Son of 
God. 

Review Questions. 

Which of the four names in Isaiah 9:6, 7 is characteristic 
of the gospel of John? (22.) 

Which disciple first acknowledged Jesus as king? (24.) 

146 



THE , TEACHER-TRAINING HANDBOOK. 

What prophet foretold Jesus' triumphal entry into Jerusa- 
lem? (25.) 

In what respects is Jesus' kingdom not of this world? (26.) 
Give the six lines of testimony that Jesus Christ is the Son 
of God? (27.) 

Blackboard Outline. 
John. JesuS; the Prince of Peace. 

Prologue. 

1:1-18. The Word was God and the Word became flesh. 

First Section. 

1:19-4:54. The King manifested to his disciples. 

Second Section. 

5:1-12:50. The King manifested to the nation of Israel. 

Third Section. 

13:1-20:31. The King manifested to the whole world. 
21:1-25. 

Epilogue. 

The Prince of Peace is the Son of God. 

1. Testimony of the Old Testament. 

2. Testimony of John the Baptist. 

3. Testimony of Jesus' miracles or *'signs." 

4. Testimony of Jesus' words. 

5. Testimony of God. 

6. restimony of the resurrection. 



Lesson 43. — The Life of Christ. 



28. A Satisfactory Harmony of the four gospels is impos- 
sible for the reason that the four memoirs of Jesus are evidently 
and confessedly incomplete. John plainly states that he selected 
certain material from the great abundance at his command. 
He selected what suited his purpose to prove that Jesus Christ 
is the Son of God (John 20:30, 31). John's method was also 

147 



THE TEACHER-TRAINING HANDBQOK. 

that of the other three, each selected what suited his pur- 
pose in writing and arranged the material in the w^ay which 
would most clearly express that purpose. Attempted har- 
monies are useful and have been offered from very early 
times. 

29. A Chronological Arrangement of the material afforded 
by the four gospels is impossible and the attempt more or 
less unsatisfactory. Many important dates upon which a de- 
cision must rest are conjectural. Evidently the Holy Spirit 
who guided the four writers, wished us to pay more atten- 
tion to what Jesus did and said than to when. And it is evi- 
dently the intention of the same Guide to have us fix our at- 
tention upon the four character studies of Jesus presented in 
the four gosepls rather than to expend our energy upon the 
attempt of a chronological harmony. Why Jesus did this and 
that, and who these things demonstrate him to be, are the im- 
portant questions. 

30. The Succession of Jesus' Ministries in the different re- 
gions of Palestine may be followed with more or less satisfac- 
tion. Certain well-known incidents may also be located in 
these ministries, though not always in certain chronological 
place. By pursuing this method we may follow the main 
current of Jesus' life. A delightful help in this method of 
study is afforded in W. W. X>owling's booklet on The Christ, 
and also in D. R. Dungan's Outiline Studies in the Life of 
Christ. 

This Lesson will present the best know^n incidents in the 
life of Jesus after the above method. 

31. Tr\Q Childhood, of Jesus. 

1. The announcement of the angels: 

(a) to Zacharias of the birth of John (Luke 1:5-25). 

(b) to Mary of the birth of Jesus (Luke 1:26-38). 

(c) to the shepherds of the birth of the Saviour (Luke 
2:1-20). 

2. The visit of the Wise Men (Matthew 2:1-12). 

3. The flight into Egypt (Matthew 2:13-15). 

4. The massacre of the Bethlehem babies (Matthew 2: 

16-18). 

5. Jesus in the Temple (Luke 2:40-52). 

148 



THE TEACHER-TRAINIKG HANDBOOK, 

32. The First Judean Ministry. 

6. The baptism of Jesus (Matthew 3:13-17). 

7. The temptation of Jesus (Matthew 4:1-11). 

8. His first five disciples (John 1:35-51). 

9. His first miracle, or ''sign" (John 2:1-11). 

10. Nicodemus. (John 3:1-21). 

33. The Galilean Ministry. 

11. The Samaritan woman (John 4:1-42). 

12. Rejected at Nazareth (Luke 4:16-30). 

13. Passover at Jerusalem (John 5:1-47). 

14. The Twelve chosen (Matthew 10:2-4). 

15. The Sermon on the Mount (Matthew 5, 6, 7). 

16. The widow of Nain (Luke 7:11-17). 

17. The parables by the sea (Matthew 13:1-52). 

18. The death of John the Baptist (Matthew 14:3-12). 

19. Five thousand fed (Matthew 14:15-21). 

20. Peter's confession (Matthew 16:13-20). 

21. The transfiguration (Matthew 17:1-8). 

34. The Second Judean Ministry. 

22. Seventy missionaries (Luke 10:1-20). 

23. The water of life (John 7:37-39). 

24. The Light of the World (John 8:12-20). 

25. The Good Shepherd (John 10:1-18). 

26. The raising of Lazarus .(John 11:1-53). 

35. The Perean Ministry. 

27. Three parables (Luke 15:1-32). 

(a) The lost sheep. 

(b) The lost money. 

(c) The lost son. 

28. Suffer the little children to come unto me (Matthew 19: 
13-15). 

A full account of the Perean ministry will be found in Luke 
9:51-19:27. 

36. The Last Days in Jerusalem. 

29. The triumphal entry (Matthew 21:1-11). 

30. The closing contentions (Matthew 22, 23). 

31. The upper room (John 13-17). 

32. Betrayal and death (Matthew 26, 27). 

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THE TEACHER.TRAINING HANDBOOK. 

37. The Risen Lord. 

He appeared unto many. 

1. Mary Magdalene (Mark 16:9; John 20:11). 

2. Other women (Matthew 28:9). 

3. Two other disciples (Luke 24:34). 

4. Simon Peter (Luke 24:34). 

5. Ten disciples (John 20:19-25). 

6. Thomas and the disciples (John 20:26-29). 

7. Five hundred brethren (1 Cor. 15:6). 

8. Disciples at Sea of Galilee (John 21:1). 

9. James (1 Cor. 15:7). 

10. Eleven disciples at Mountain in Galilee (Matthew 28:16). 
IL Stephen (Acts 7:56). 

12. Paul (1 Cor. 15:8). 

13. John in Patmos (Rev. 9:1-20). 

38. Our Exalted Lord. 

The ascension (Acts 1:6-11). 

"Let all the house of Israel therefore know assuredly that 
God hath made him both Lord and Christ, this Jesus ye cruci- 
fied.*' 

Review Questions. 

Why is a satisfactory harmony of the life of Christ impos- 
sible? (28.) 

Name the principal incidents in the period of Jesus' child- 
hood. (31.) 

Name five incidents in the period of the First Judean Min- 
istry. (32.) 

Name eleven incidents in the Galilean ministry. (33.) 
Name five incidents in the Second Judean ministry. (34.) 
What great parable belongs to the Perean ministry? (35.) 
Name thirteen appearances of our risen Lord. (37.) 
Name four incidents in the period of the Last 5>ays. (36.) 
Name the different ministries of Jesus. (32, 33, 34, 35, 36.) 



Lesson 44. — Acts of Apostles: The Planting of the Church. 



39. The Purpose of God Announced to Abraham is not to 
fail. Jesus arose from the dead and ascended to the right 
hand of the Majesty on high. His resurrection and exaltation 

150- 



THE TEACHER.TRAINING HANDBOOK, 

supplied the convincing proof of his divine Sonship. The great 
fact of his Lordship is committed to the Church to carry to 
all nations, that a foundation of faith may be laid, upon which 
he will establish his i^ingdom at his glor'ous appearing. In 
Acts of Apostles we have the history of the planting and 
spread of the Church. 

40. The Keys of the Kingdom were committed to Pete: 
(Matt. 16:19) and with them he opened a door of faith, first 
to the Jews (Acts 1-9), and next to the Gentiles (Acts 10-12). 

41. On the Day of Pentecost Peter laid as the foundation 
of the church the fact that Jesus, because of his resurrection 
and exaltation, was Lord and Christ (2:36). When the people 
who accepted this fact cried out, ''Brethren, what shall we 
do?" Peter issued two commands, ''Repent and &e baptized 
every one of you in the name of Jesus Christ" (2:38). Peter 
also offered them two promises, the remission of sins, and the 
gift of the Holy Spii'it. Three thousand were added the same 
day. 

42. Four Characteristics of this First Church are noted; 
first, "they continued steadfastly in the apostles' teaching" 
(2:42). Here is the first Christian Bible school. Second, they 
continued also "in the fellowship;" and third, in "the breaking 
of bread;" and fourth, in "the prayers.'' These four things as- 
sured the strength and increase of the early church. 

43. The Church Spread throughout Judea and Samaria from 
Jerusalem, by the preaching of the Lordship of Jesus by the 
apostles, calling men to faith, to repentance and to baptism, 
as in the case on the day of Pentecost. Persecutions from 
without (4:1-31; 5:17-42; 7:1-8:3; 9:1, 2), did not hinder them, 
nor troubles from within (5:1-11; 6:1-6). 

44. Peter Opened the Door of Faith to the Gentiles also, at 
Caesarea in the house of Cornelius the centurion (10:1-48). 
Upon this occasion, as at Pentecost, the great fact presented 
was the exaltation of the crucified Jesus. This fact was ac- 
cepted by faith and followed by repentance and baptism, as 
on the day of Pentecost. 

45. Opposition to fhe Admission of the Gentiles (11:1-18) 
occasioned a council at Jerusalm. Peter's explanation brought 
peace and the gospel spread rapidly among the Gentiles (11: 
19-26). 

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THE TEAGHER.TRAINING HANDBOOK. 

46. Paul the Missionary occupies our attention in chapters 
13-21. His first missionary tour began at Antioch (13:1-3). In 
company with Barnabas he preached in the island of Cyprus 
(13:4-12). In the mainland of Asia Minor he preached in the 
following places in order: Perga (13:13), Antioch (13:14-52), 
Iconium (14:1-6), Lystra and Derbe (14:8-21), from whence they 
retraced their journey. 

47. Their Great Success in Winning Gentiles roused the 
opposition of the Judaizers, who contended that Gentile con- 
verts must submit to the law of Moses in addition to the obe- 
dience of the gospel (15:1-5). The council called at Jerusalem 
to consider the question pronounced in favor of leaving the 
Gentiles free from the law of Moses (15:6-29). 

48. Paurs Second Missionary Tour retraced in part the 
region of the first tour (15:36-16:5) and carried him into Eu- 
rope where he established churches at Philippi (16:12-40), 
Thessalonica (17:1-9), Beroea (17:10-15). Paul preached at 
Athens but gained very few converts (17:16-34). He founded 
the church at Corinth (18:1-17), and returned to Antioch (18: 
18-22). 

49. PauTs Third Missionary Tour resulted in the establish- 
ment of a great church at Ephesus (19:1-41). He visited other 
regions wherein he had planted churches and returned this 
time to Jerusalem (20:1-21:26). 

50. Paul the Prisoner occupies our attention in chapters 
22-28. First in Jerusalem (22, 23), next in Caesarea (24-26). 
The book closes with the story of the imprisonment at Rome 
(27, 28), the great apostle preaching to all who would come 
to his hired house. During Paul's imprisonment in Rome he 
wrote the epistles to the Ephesians, Philippians, Colossians, 
and to Philemon and the second epistle to Timothy. 

The church has been planted in Jerusalem, Judea, Samaria; 
in Africa, through the conversion of the eunuch; in the 
East, as is seen in the existence of a church in Damascus 
(9:10-25); in Asia Minor, and in Europe. 

Review Questions. 

Why did Luke WTite Acts of Apostles? (39.) 
To which apostle did Jesus give the keys of the kingdom? 
(40.) 

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I^HB TEAGHER.TRAINING HANDBOOK. 

What great fact did Peter affirm on the Day of Pentecost? 
(41.) 

What two commands did he give to the inquirers? (41.) 

What two promises did he otter? (41.) 

What four characteristics of the early church does Luke 
note? (42.) 

Where did Peter open the door of faith to the Gentiles? (44.) 

Where and why was he called upon to explain and justify 
his (^urse? (45.) 

How many imprisonments, and where, did Paul suft'er? (50 ) 

What places did Paul visit on his first missionary journey? 
(46.) 

For what purpose and with what result was a council called 
at Jerusalem? (47.) 

What places did Paul visit on his second journey? (48.) 

What places did he visit on his third journey? (49.) 

Blackboard Outline. 
Acts of the Apostles. 

The Door Opened: 

1. To the Jews, Acts 1-9. 

2. To Gentiles, Acts 10-12. 

Paul the Missionary: 

First Tour, Acts 13-15:35. 
Second Tour, Acts 15:36-18:22. 
Third Tour, Acts 18:23-21:26. 

Paul the Prisoner: 

In Jerusalem, Acts 22, 23. 
In Cfeesarea, Acts 24-26. 
In Rome, Acts 27, 28. 



Lesson 45. — Epistles and Revelation: The Development of the 
Church and the Coming Kingdom. 



51. Peter wrote an epistle of comfort to the Dispersion, the 
scattered disciples. They were enduring great sufferings, like 
pass:ng through fire (1 Pet. 1:6, 7). There are seventeen 
references to their sufferings in the first epistle. In the 

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"PHE TEAGHER.TRAINiNG HA:StDBO0^. 

secoud epistle, they are in danger of false prophets and 
scoffers (2 Pet 2:1-3:7). 

52. John Wrote to Believers who had to contend with those 
who denied that "Jesus Christ had come in the flesh" (1 
John 4:1-3). Thus their faith through which they would 
overcome the world, was in danger (1 John 5:1-12). 

53. Jude Wrote to Warn against ungodly, lascivious men 
who denied the Master and Lord, Jesus Christ (Jude 4). 

54. The Epistle to t'he Hebrews was written to a community 
which was in danger of drifting away from their faith in 
Christ (Heb. 2:1). 

55. James wrote to Rebuke a number of errors in doctrine 
and conduct. 

56. Great Questions occupied the mind of the church and 
disturbed its peace. What relation had the Jews to the 
purpose of God in the gospel? Paul answers this question in 
the middle chapters of Romans (9, 10, 11). 

57. Should a Gentile Christian observe the Law of Moses? 
This was a very disturbing question. Paul argued the nega- 
tive in the epistle to the Galatians. 

58. The Epistles to the Corinthians contain the discussion 
of many troublesome questions: a divided church (1:10-4:21); 
the example of heathen licentiousness infecting the church 
(5:1-6:20); the marriage of believers to unbelievers (7:1-40); 
things sacrificed to idols (8:1-13; 10:23-33); the unseemly 
observance of the Lord's Supper and conduct of public wor- 
ship (11:1-34); childish display of gifts and emulation (12: 
1-14:40); the denial of the resurrection (15:1-58). This epistle 
reveals the many troubles which beset the early church. 

59. The Exaltation of Jesus Christ to be head over all things 
to the church which is his body, was a great article of faith 
(Ephes. 1:1-2^). The ''prize of the high calling of God in 
Christ Jesus" was held abundant recompense for all denials 
(Phil. 3:14). The "treasures of wisdom and knowledge 
hidden" in Christ (Colos. 2:3), were to be chosen rather than 
any philosophies and vain deceits and traditions with which 
fleshly minds were vainly puffed up (Colos. 2:8, 18). The 
doctrine of the return of the Lord and of future judgment 

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THE TEACHER.tr Ammo HANDBOOK. 

held a sobering and comforting place in the thought of the 
church (1 and 2 Thessaloniaois). 

60. The Sustaining Hope of the church was in its first 
promise, that Jesus should return (Acts 1:11). The comfort- 
ing vision was that of John in the Apocalypse, of the new 
heaven and the new earth, in which God would dwell with 
his servants, the kingdoms of earth having become the king- 
doms of the Lord Jesus Christ. 

Review Questions. 

Which epistle offers comfort to disciples in great suffer- 
ing? (57.) 

What character of Jesus is presented in 1 John? (52.) 

Why did Jude write? (53.) 

Why was Hebrews written? (54.) 

Why did James write? (55.) 

What great question is discussed in the epistle to the 
Remans? (56.) 

What great question is discussed in the epistle to the 
Galatians? (57.) 

What trouble vexed the church at Corinth? (58.) 

Name some of the great doctrines of the New Testament 
epistles. (59.) 

What New Testament book gives the vision of the final 
triumph of the Lord Jesus? (60.) 

Blackboard Outline. 

The Development of the Church. 

Persecution and False Teachers: 
1 and 2 Peter. 

Denial of Divinity of Jesus Christ: 

1 John and Jude. 
Backsliding: 

Hebrews. 
Great Questions: 

Jews and God's purpose. (Romans.) 

Gentile Christians and the Law of Moses. (Gala- 
tians.) 

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THE TEACHER.TRAINIXG HANDBOOK, 

Troublesome Questions: 

Divisions; heathen practices; mixed marriages; dis- 
orderly ^'orship; the resurrection. (1 Corinth- 
ians.) 

Great Doctrines: 

Exaltation of Jesus Christ {Epliesians) ; the prize of 
the calling (PliiUppians); the wisdom of God (Co- 
lossians) ; the return of the Lord and the judg- 
ment. (Thessalonians.) 

The Great Hope: 

The coming of the Lord. (Thessalonians.) 

The Great Vision: 

The triumph of the kingdom of Christ. (Revela- 
tion.) 



Lesson 46. — The Bible the Word of God. 



61. How may we Know whether the Bible, containing the 
Old and New Testaments, is the Word of God, or simply the 
sacred literature of a great people who had a genius for re- 
ligion? 

Sacred writings have been a part of the literature of all 
great peoples. We have recovered the creation hymns of the 
Babylonians. The Egyptians had their Book of the Dead. 
The Greeks had their mythologies. The Zoroastrians had their 
Zendavesta. The Hindus have their Veda. The Buddhists 
have their Tripitaka. The Chinese have the writings of Con- 
fucius. The Mohammedans have the Koran. 

62. Does the Bible Merely Belong to this Class of litera- 
ture, or are we justified in distinguishing it from ^11 other 
sacred writings by saying that it is the word of God? We 
believe the latter, for several reasons. 

1. The BiNe contains ''wisdom not of this icarld, nor of 
the rulers of this world, . . . which God foreordained be- 
fore the worlds unto our glory" (1 Cor. 2:6, 7). It tells us 
"things which eye saw not, and ear heard not, and which 

156 



THE TEAGHER.TRAININO HANDBOOK. 

entered not into the heart of man, whatsoever things God 
prepared for them that love him" (1 Cor. 2:9). Other ejacred 
writings contain the wisdom of men who have given us the 
best thought of men's minds concerning God and duty and 
destiny. But only in the Bible has God spoken of himself 
and of his purposes. 

2. This wisdom was unTcnoion to the world until it was 
spoken ty God. "The wisdom which hath been hidden . . . 
which none of the rulers of this world knoweth . . . and 
which entered not into the heart of man" (1 Cor, 2:7, 8, 9), 
This wisdom was not only unknown, but also unknowable, 
apart from God's word. *'The things of God none knoweth, 
save the spirit of God'' . . . "Now the natural man re- 
ceiveth not the things of the Spirit of God: for they are 
foolishness unto him; and Tie can not know them'* (1 Cor. 
2:11, 14). 

3. This wisdom of God came to us by revelation. Man could 
not conceive it, neither could he express it, but "God of old 
time spake unto the fathers in the prophets . . . and at 
the end of these days unto us in his Son" (Heb. 1:1). "Men 
spake from God, being moved by the Holy Spirit" (2 Pet. 
1:21). Jesus in his last conversation with his disciples prom- 
ised them that "When he, the Spirit of truth, is come, he 
shall guide you into all truth" (John 16:13). Paul said, "But 
unto us God revealed them through the Spirit" (1 Cor. 2:10). 
"Which things also we speak, not in words which men's wisdom 
teacheth, but which the Spirit teacheth" (1 Cor. 2:13). 

4. This unque wisdom may he thought of as *^the purpose 
of God according to election'' (Rom. 9:11), or as the "eternal 
purpose which God purposed in Christ Jesus our Lord" (Ephes. 
3:9-11). Read this whole reference. In the Old Testament 
we find a great purpose of blessing all the nations of the 
earth in a chosen nation, the seed of Abraham. This blessing 
meant the redemption of the whole creation from the curse 
which followeid sin into the world. Read Gen. 12:1-3. From 
the time of the covenant at Sinai (Ex 20-24) God's way of 
accomplishing this great purpose was concealed in the mys- 
terious ceremonies of the Jewish worship. As Paul wrote, 
God's wisdom was "hidden in a mystery.'* In the New Testa- 
ment this purpose of God is taken up by Christ, and looks 
to the fulfillment of "the hope that the creation itself shall be 

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THE TEAGHER.TRAINING HANDBOOK. 

delivered from the bondage of corruption" (Rom. 8:21). This 
great purpose of redemption could not have been conceived 
by men and is found in no book but the Bible. This unique 
fact helps us believe that the Bible is the word of God. 

5. The Bihle is the record of the progress of this great 
purpose of redemption, thus furnishing historical confirma- 
tion of God's truth. We can judge for ourselves whether he 
undertook what he promised, and whether he was able to 
carry it forward. 

In the Old Testament the people whom he chose as the in- 
strument of his purpose were disobedient. Consequently the 
work of redemption was committed to another branch of the 
seed of Abraham according to the New Testament history 
of the great purpose. Jesus himself was of the seed of Abra- 
'ham and calls to his help all who will believe in him. These 
believers become the spiritual seed of Abraham by faith, and 
thus through Abraham and his seed the purpose of the ages 
is carried forward. 

63. The Jew of To-day is a living demonstration that the 
Bible is the word of God. The only explanation ot the fact 
of the existence of the Jewish people from the time of Abra- 
ham to the present day, is this purpose of God for which they 
were called. Paul writes in Rom. 9-11 that God is preserving 
them for some future participation in the completion of this 
purpose. 

The Bible is the word of God because it contains a wis- 
dom which only God could conceive, which he revealed and 
which he alone can work out in the world. 

Review Questions. 

Does it matter whether we say, *'The Bible is the Word of 
God," or ^'The Bible contains the word of God?" (61.) 

Name the "sacred writings" of the world. (61.) 

Give five reasons for putting the Bible in a class of its own, 
and for considering it as **the word of God." (62.) 

Why has God preserved the Jews until the present day? (63.) 



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THE TWAOHSR.TRAlNiN& SAttDBOO^. 
PART VII.— BIBLE GEOGRAPHY. 



Lesson 47. — The Old Testament World. 



1. The Old Testament World was only a small portion of 
the great continent of Asia with the northern part of Egypt 
added. Its eastern boundary was not far from a line drawn 
from the Caspian Sea to the Persian Gulf. The Mediterranean 
Sea was its western border, except for short periods when 
the story is concerned with Egypt.' 

Eden is the first locality named in the Bible and was proba- 
bly located in the Plain of Babylon. The Plain of Babylon was 
called Edin in the ancient Sumerian language of the country, 
and the word was adopted by the Semetic Babylonians in the 
form of "Edinu." 

2. Four Great Rivers were in the Old Testament world. 
The Tigris and the Euphrates, which are associated with the 
Garden of Eden, and which bounded the early home of Abra- 
ham and also the region of the captivity of Judah (Gen. 
2:14; Deut. 1:7; Dan. 10:4; Psa. 137:1-4). The other two 
rivers are the Jordan and the Nile. 

3. Four Seas were in the Old Testament world. Two of 
these, the Sea of Galilee and the Salt Sea, or Dead Sea, are 
associated with the River Jordan. The Red Sea is remembered 
in connection with the exodus from Egypt. The Great Sea, 
or the modern Mediterranean Sea, stretched away unto the 
unknown regions of the West. 

4. The Notable Mountains of the Old Testament world 
were Ararat, where the Ark of Noah rested (Gen. 8:4); Sinai, 
where the law was given (Exodus 20) ; Hor, where Aaron 
died (Num. 20:22-29); Neho, where Moses died after viewing 
the Promised Land (Deut. 34:1); Ehal and Gerizim, the 
mountains of cursing and blessing (Josh. 8:30-33); Gilhoa, 
where Saul and Jonathan died (1 Sam. 31) ; Lehanon, noted 
for its cedar's; Zion and Moriah, the sites of the palace of 
David and the temple of Solomon; Carmel, the scene of Eli- 
jah's triumph over the priests of Baal (1 K. 18). 

5. Nine Cities will be remembered in the study of the Old 
Testament world: Ur and Haran, because of Abraham (Gen. 

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THE TEACHER.TRAINING HANDBOOK, 

11:31); Damascus, the oldest city in the world and in Old 
Testament times *^the head of Syria" (Isa. 7:8); Hebron, a 
mountain city twenty miles south of Jerusalem and the home 
of Abraham (Gen. 13:18); Zoan, in the northeast corner of 
Egypt, was the probable home of Joseph; Jerusalem, the 
"city of the great king," and the ''joy of the whole earth" 
(Psa. 48:2); Tyre, the home of King Hiram, the friend of 
David and Solomon (1 K. 9:11-13). In the later history Tyre 
was cursed by the prophet Joel because it sold the captives 
of Judah to the Grecians (Joel 3:4-8); Babylon, the city of 
the captivity of Judah; Nineveh, associated with the prophet 
Jonah, the wicked capital of the cruel Assyrian power, and 
cursed by the prophet Nahum (Nahum 1-3). 

6. Seven World Powers occupied this territory during the 
period of Old Testament histoiT. Old Babylonian, dating from 
the time of Sargon I, about 3800 B. C, to 73S B. C. The *'Am- 
raphel" of Abraham's time (Gen. 14:1) or the Khammurabi 
whose code of laws was recently discovered, was one of the 
great kings of this empire. In the west the kingdom of 
Egypt was the great power from the earliest times until 525 
B. G. The next world power in the east was the Assyrian, one 
of whose kings, Sargon, carried the northern kingdom of 
Israel into captivity in 721 B. C. This world power was brought 
to an end in 606 B. C., and was succeeded by the New Babylo- 
nian, or Chaldean, 606 to 538 B. C. Nebuchadnezzar was the 
great king of this empire and in his capital Babylon and its 
region, the captives of Judah spent the seventy years. The 
Medo-Persian empire held sway from 538 to 331 B. C. Cyrus, 
whose decree ended the Babylonian captivity, and Xerxes, the 
probable Ahashuerus of the book of Esther, were great kings 
of this empire. The sixth world power was the 'kingdom of 
Greece, from 331 to 142 B. C. The last world power of Old 
Testament time was Rome, succeeding the kingdom of Greece. 

Review Questions. 

Bound the Old Testament world. (1.) 

What was the probable location of the Garden of Eden? (1.) 
Name and locate four great rivers, and tell what we as- 
sociate with each. (2.) 
Name and locate four great seas. (3.) 

160 



THE TEACHER-TRAINING HANDBOOK. 

Name and locate the notable mountains, and an event as- 
sociated with each, (4.) 

Name and locate nine cities, and tell why we remember 
them. (5.) 

Name the seven world power§, and give the duration of 
each. (6.) 

Blackboard Outline. 

The 0!d Testament World. 

1. Rivers. 

Tigris, Euphrates, Jordan, Nile. 

4. Cities. 

Ur, Haran, Damascus, Hebron, Zoan, Jerusalem, Tyre, 
Babylon, Nineveh. 

5i World Powers. 

Old Babylonian, 3800-733 B. C; Egyptian, ?-525 B. C; 
Assyrian, 1700-606 B. C; Chaldean, 606-538 B. C; 
Medo-Persian, 538-331 B. C, Grecian, 331-142 B. 
C; Roman, 142 B. C. 

3. Mountains. 

Ararat, Sinai, Hor, Nebo, Ebal and Gerizim, Gilboa, 
Lebanon, Zion and Moriah, Carmel. 

2. Seas. 

Sea of Galilee, Salt Sea, Red Sea, Great Sea. 



Lesson 48. — Old Testament Palestine — Topography. 



7. The Descendants of Abraham were to become a bless- 
ing to all nations of the earth after they were settled in their 
own land. In order to bless all nations they must be accessi- 
ble from all quarters of the world. The Promised Land was 
the center of the ancient world. It was at the crossing of 
the ancient lines of commerce and upon its plains questions 
of world empire were fought out by armies of all nations. 

8. "Its Size is entirely disproportionate to the place it fills 
in our thoughts and to the influence it has had on the histoiT 

(11) 161 



THE TEACHER-TRAINI2^^G HANDBOOK. 

of other lands. The length of Western Palestiiie from Dan, 
in the extreme north, to Beersheba, in the south, is 144 miles. 
The breadth of this western division is about 90 miles at Beer- 
sheba, and becoming narrower as one goes north, 55 miles at 
Jerusalem, 40 miles at the Sea of Galilee, and 25 miles in the 
far north. Its area is about 6,000 square miles. Eastern Pal- 
estine is about 150 miles in length from 80 miles in the north 
to 30 miles in the south. The territory occupied by the tribes 
on the east of the Jordan was about 4,500 square miles. Thus 
the area of the whole land of Israel was less than 11,000 square 
m les." 

9. The Land of Israel lies in five lines from north to south: 
1. The Seacost Plain along the Great Sea; 2. The Low Land 
(2 Chron. 28.18), or the western foothills of the central moun- 
tain range; 3. The Western Highlands ; 4. The Jordan Valley; 
5. The Eastern Highlands, or the plateau east of the Jordan. 

10. The Seacoast Plain. Mt. Carmel divides this plain. To 
the north of the mountain lies the plain of Phoenicia, in which 
were the great cities of Tyre and Sidon. South of the moun- 
tain lay the plain of Sharon, in which is located the city of 
Joppa. Here were landed the cedar timbers for the temple of 
Solomon (2 Chron. 2:16), and also for the second temple (Ezra 
3:7). The southern third of the Seacoast Plain is the land of 
the Philistines, in which were located the cities of Gaza, Oath, 
Ashdod and Ekron, all celebrated in the time of the Judges. 

11. The Low Land consists of low hills and broad valleys. 
In these valleys parts of the most stirring history of Israel 
were enacted. It was while he was fighting in the valley of 
Aijalon that Joshua commanded the sun and moon to stand 
still (Josh. 10:1-14). In the valley of Sorek msmy of Sam- 
son's exploits were performed. In the valley of Elah David 
slew Goliath (1 Sam. 17). The cave of Adullam, in which 
David and his fellow outlaws had their headquarters, is sup- 
posed to have been in this same valley (1 Sam. 22:1, 2). 

12. The Western Highlands are an extension southward of 
Lebanon. In this hill country the real life of the nation de- 
veloped. Here were the great cities of He'bron, Jerusalem and 
Samaria. Here were the mountains of Olives, Zion, Ehal and 
Gerizim, Gilhoa, Tahor, Carmel and LeMnon. (In the northern 
third of this region is the great plain of Esdraelon in Galilee, 

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THE TEACHER-TRAINING HANDBOOK. 

with its river Kishon. Deborah and Barai^, Saul and Jona- 
than, Elijah and Ahab helped make history in this region. 

13. The Jordan Valley is a unique physical feature of Pales- 
tine, (a) The River Jordan has its sources in Mt. Lebanon, 
1,700 feet above sea level. In its course to the Dead Sea 
it descends nearly 3,000 feet. The name Jordan means De- 
scender. The last sixty-five miles of its course lie from 682 
feet to 1,292 feet below the level of the Mediterranean Sea. 
It meanders 200 miles through the 65 miles of valley be- 
tween the sea of Galilee and the Dead Sea. Jericho is in this 
valley a few miles above the mouth of the Jordan. The people 
of Israel entered Canaan by crossing the Jordan "over right 
against Jericho'' (Josh. 3:17). (b) The waters of Merom, 
an expansion of the Jordan a few miles below the union of 
the sources of the river. Nearby Joshua fought great bat- 
tles (Josh. 11:5-19). (c) Ten miles below is the Sea of Galilee. 
In this short distance the Jordan descends 675 feet. The Sea 
of Galilee is also called Sea of Chinneroth (Josh. 12:3), Sea 
of Tiherias (John 21:1), and Lake of Gennesaret (Luke 5:1). 
(d) The Bible names for the ^Dead Sea are the ''Salt Sea'* 
(Gen. 14:3), ''The Sea of the Arahah'' (Deut. 4:49), the ''East 
Sea" (Ezek. 47:18). Somewhere on the shores of this sea 
stood the wicked cities of Sodom and Gomorrah (Gen. 19). 

14. The Eastern Highlands were the home of the tribes 
of Reuben and Gad with the half tribe of Manasseh (Num. 32: 
1-33). This region was the home of Jephthah (Judg. 11, 12). 
"Over against Jericho'' stands Mt, Neho, where Moses died 
(Deut. 34:1). Three Cities of Refuge were in this eastern 
region, Bezer, Ramoth-Gilead and Golan. 

Review Questions. 
How was the Promised Land situated in relation to the 

ancient world? (7.) 
Give the dimensions and area of Western Palestine. (8.) 
Give the dimensions and area of Eastern Palestine. (8.) 
Name the five physical divisions of Palestine. (9.) 
Locate the Sea-Coast Plain, and name the regions, and the 

cities located in it. (10.) 

Describe the Low Land, name its valleys, and mention some 

event associated with each. (11.) 

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THE TEACHER-TRAINIXG HANDBOOK. 

Describe the Western Highlands, name and locate its great 
plain, its great river, its mountains, and its cities. (12.) 

Describe the Jordan valley. (13.) 

Describe the river Jordan. (13a) 

Describe the Waters of Merom, locate, and tell what bat- 
tie was fought there. (13b.) 

Describe the Sea of Galilee, and give its different names. 
(13c.) 

Describe the Dead Sea, and give its different names. (13d.) 

Describe the Eastern Highlands, name its mountain and 
cities, and tell what judge and what tribes dwelt there. (14.) 

Blackboard Outline. 
Old Testament Palestine — Physical Features. 

1. The Sea Coast Plain. 

(a) Phoenicia, (b) Sharon, (c) Philistia. 

2. The Low Land. 

Valleys of (a) Aijalon, (b) Sorek, (c) Elah. 

3. The Western Highlands. 

(a) Cities: Hebron, Jerusalem, Samaria, (b) Moun- 
tains: Olives, Zion, Ebal and Gerizim, Gilboa, 
Tabor, Carmel, Lebanon. 

4. The Jordan Valley. 

(a) River Jordan, (b) Waters of Merom, (c) Sea of 
Galilee, (d) The Salt Sea. 

5. The Eastern Highlands. 

Mt. Nebo. Cities of refuge. 



Lesson 49. — Old Testament Palestine — Political Divisions. 



15. In the Time of Abraham the promised land was the 
home of the Canaanites (Gen. 12:6). Some of these people 
were called Perizzites, that is, ''tillers of the soil." Others 
who dwelt ill the smaller communities were called Hivites, 
that is, ''villagers." The Kenites were the workers in metals, 
or smiths, as their name indicates. Abraham found the Am- 

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THE TEACHER-TRAINING HANDBOOK. 

orites in Canaan (Gen. 14:7). They were a great people. The 
monuments call Canaan the land of the Amorites. The Hittites 
dwelt about Hebron (Gen. 14:7), and also in the north. They 
were one of the mighty empires of the ancient world. The 
Philistines come into the story in the time of Isaac (Gen. 
26:1). They dwelt in the southern portion of the Sea Coast 
Plain. In the time of Jacob we read of the IshinaeUtes or 
Midianites dwelling east of the Jordan. (Gen. 37:25). 

16. In the Time of Moses we find the AmaJckites dwelling 
on the southern border (Num. 14:43-45). The Edomites dwelt 
south of the Salt Sea (Num. 20:14-21). The MoaVites dwelt 
across the Jordan from Jericho (Num. 22-25). The Jetusites 
dwelt about Jerusalem (Josh. 15:63), which was their strong- 
hold unto the days of David (2 Sam. 5:6). The book of 
Joshua gives a list of thirty conquered kings (Josh. 12). The 
promised land was evidently occupied by a number of petty 
principalities. 

17. In the Days of Joshua the land was divided among the 
twelve tribes. East of Jordan were the tribes of Reuben, Gad 
and the half tribe of ManasseJi, in this order from the south. 
West of the river the tribe of Simeon was allotted the most 
southern portion. Next on the north was Jndah with its 
cities, Hebron, Bethlehem and Jerusalem. Then Benjamin, 
touching the Jordan for its eastern boundary, and next to it 
on the west, Dan, reaching to the Great Sea. Epliraini had 
a great territory in the hills. Next on the north was the half 
tribe of Manasseli. Then Issaclier, sharing the Plain of 
Esdraelon with ZelfuJon. Asfier lay along the Great Sea. Along 
the Sea of Galilee beside the Jordan northward lay the tribe 
of Xaplitali. 

18. In the Days of the United Kingdom the ancient foes of 
Israel, the Philistines, were finally conquered by David. Under 
David the boundaries of the country reached from the Great 
Sea on the west to the Euphrates on the east, and from the 
Red Sea on the south to the "entering in of Hamath" on the 
north. Damascus, Moah, Ammon and Edom became subject 
to him. 

19. The Division of the Kingdom resulted in the two king- 
doms of Judah and Israel. Judah occupied a small territory 
in the south. Israel, comprising ten of the northern tribes. 

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THE TEACHER-TRAINING HANDBOOK. 

held the larger territory in the north. The weakening of the 
kingdom consequent upon division, resulted in the loss of 
most of the territory gained by David's prowess. 

Review Questions. 

What tribes dwelt in Canaan in the times of Abraham, Isaac, 

and Jacob? (15.) 

What tribes dwelt there in the time of Moses? (16.) 

How did Joshua locate the twelve tribes? (17.) 

What w^as the territorial extent of the United Kingdom? 

(18.) 
What was the territorial extent of the Kingdom of Israel? 

(19.) 
Where w^as the kingdom of Judah located? (19.) 

Blackboard Outline. 

1. Time of Abraham. 

Ganaanites, Amorites, Hittites, Midianites, Philistines. 

2. Time of Moses. 

Amalekites, Edomites, Moabites, Jebusites. 

3. Time of Joshua. 

East of Jordan. Reuben, Gad, Half tribe of Manas- 
seh. West of Jordan. Simeon, Judah, Benjamin, 
Dan, Ephraim, Half tribe of Manasseh, Issacher, 
Zebulon, Asher, Naphtali. 

4. Time of United Kingdom. 

Great Sea to Euphrates. Red Sea to Hamath. 

5. Time of Division. 

Kingdom of Judah, Kingdom of Israel. 



Lesson 50. — Palestine in the Time of Jesus. 



''Geography has been called the eye of history." This is 
especially true of the geography of Palestitie. Palestine has 
been called the ^'fifth gospel." A visit to the land of Jesus 
to traverse its hills and vales, has brought men to faith in 
Jesus. 

166 



THE TEACHER-TRAINIXG HANDBOOR. 

20. The Names of This Small Land are, "the land of Cana 
an" (Num. 34:1); ''the land of the Hebrews" (Gen. 40:15); 
"the land of Israel" (1 Sam. 13:19); and "the land of Promise" 
(Heb. 11:9). Early in the Christian era the region came to 
be known as the Land of Palestine. Because of its associa- 
tion with Jesus, we call it the Holy Land. 

21. Most of the Story of Jesus is connected with the coun- 
try west of the Jordan. This region was divided into three 
sections, Jiiclea, Samaria and Galilee. 

22. Judea Received its Name after the return of the Jews, 
from the Babylonian captivity in 536 B. C. The northern 
boundary of Judea is a line from the Jordan opposite the 
mouth of the river Jabbok, west to the Mediterranean Sea, 
a few miles above Joppa. 

23. The Best Known Cities of Judea are first of all, Jerusa- 
lem. We are principally indebted to the gospel of John for 
the story of Jesus' ministry in and near Jerusalem. Two miles 
east of Jerusalem is Bethany, closely associated with the last 
vreek of Jesus' life, the home of Lazarus and his sisters, Mary 
and Martha. Six miles south of Jerusalem is Bethlehem, in 
whose fields the angels announced the birth of Jesus. Jericho 
recalls Zacchaeus, the blind man, and the story of the Good 
Samaritan. 

24. The Wilderness of Judea is a dreary region bordering 
on the westein shore of the Dead Sea. This may be the re- 
gion to which John the Baptist retired in preparation for his 
ministry and from which he suddenly emerged with his start- 
ling message. This is supposed also to be the scene of the 
temptation of Jesus. 

25. The Mount of Olives is separated from Jerusalem on 
the west by the brook Kidron. On its western slope is the 
Garden of Gethsemane. From its summit Jesus ascended to 
the Father (Acts 1:6-12). 

26. Samaria was the next district to the north of Judea. 
its northern boundary was the mountain ridge of Carmel and 
the great plain of Esdraelon. In the time ofi Jesus, Samaria 
was considered a polluted land and "the Jews had no dealings 
with the Samaritans" (John 4:9). 

27. Mount Gerizim was the site of the Samaritan temple. 

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THE TEACHER-TRAIXIXG HANDBOOK. 

The Samaritans were excluded from the temple at Jerusalem 
(John 4:20-24). Jacob's well was in. the valley near Mt. 
Gerizim (John 4:1-24). 

28. Galilee w^as the northern region of the Holy Land. The 
four gospels give much space to the Galilean ministry of 
Jesus. Nazareth, the home of Jesus until his ministry began, 
was near the great trade lines which crossed Galilee. Jesus 
thus had opportunity to come into touch with people from all 
parts of the eastern world. Cana was about four miles north- 
east of Nazareth. Jesus' first miracle (John 2:1-11) was 
performed there. Nain w^as about four miles southeast of 

Nazareth and was the home of the widow whose only son 
Jesus raised from the dead (Luke 7:11-17). Cavernaum, the 
home of Jesus after his rejection at Nazareth, was on the 
northw^est shore of the Sea of Galilee. 

29. The Sea of Galilee and the river Jordan form the east- 
ern boundary of Galilee. Many of Jesus' most wonderful 
works and words are associated with this Sea. The most 
probable place of Jesus' baptism Is the ford of the Jordan 
in the southeast corner of Galilee, leading to Bethabara. 

30. East of the Jordan were two districts, Decapolis on the 
north and Perea on the south. Decapolis was a confederacy 
of ten cities. Among them were Damascus, Gadara and Gexasa. 
In the ''country of the Gadarenes" (Matt. 8:28-34; Luke 8: 
26-39) Jesus drove the legion of demons out^ of the men into 
the swine. Perea was traversed by Jesus and the twelve on 
the last journey to Jerusalem. 

31. The Roman Empire held Palestine as a province. At 
the opening of the mitiistry of Jesus the country was governed 
by four rulers. Juclea and Samaria were governed by Pontius 
Pilate. Galilee with Perea was governed by Herod, a son of 
Herod the Great, who was king at Jerusalem when Jesus was 
born His brother Ph:iip governed the region of Ituraea and 
Trachonitis, which lay north and east of Galilee. Lysanius 
governed Ahilene, a region north of Mt. Hermon and west of 
Damascus, which does not figure in the gospel story. 

Review Questions. 

What names are given to Palestine? (20.) 

What two originated after the time of Christ? (20.) 

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THE TEACHER-TRAINING HANDBOOK. 

What three districts of Palestine lay west of the river Jordan 
in the time of Christ? (21.) 

Name some of the cities of Judea. (23.) 

Locate the region of the temptation of Jesus. (24.) 

What mountain of Judea do you recall, and why? (25.) 

What region ray north of Judea? (26.) 

What mountain of Samaria do you recall and what place of 
worship was located upon it? (27.) 

W^here was Jacob's well? What incident do you associate 
with it? (27.) 

Nam.e some of the cities of Galilee. (28.) 

Where is the probable site of Jesus' baptism? (29.) 

What regions lay east of the Jordan? (30.) 

Into what territories was Palestine divided by the Romans? 
(31.) 

Name the rulers of these regions. (31) 
Blackboard Outline. 

Palestine. 

Names: Land of Canaan; Land of the Hebrews; Land 
of Israel; Land of Promise; Palestine; Holy Land. 

Judea. 

Cities: Jerusalem; Bethany; Bethlehem; Jericho. 
Mountains: Wilderness; Mt. of Olives. 

Samaria. 

Mount Gerizim; Jacob's Well. 
Galilee. 

Cities: Nazareth; Cana; Nain; Capernaum. 
Sea of Galilee. 

East of Jordan. 

Decapolis; Perea. 
Roman Province. 

Judea; Galilee; Ituraea and Trachonitis; Abilene. 



Lesson 51. — The New Testament World. 



32. The Purpose of God in the people of Israel was to make 
them the ministers of his blessing to *'all the nations of the 
earth." The small region of the Land of Palestine was thus 

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THE TEACHER-TRAINING HANDBOOK. 

related to all the earth. The program outlined for the church 
is: '*Ye shall be my witnesses, both in Jerusalem, and in all 
Judea and Samaria, and unto the uttermost parts of the earth" 
(Acts 1:8). The New Testament World is consequently an 
enlarging of Old Testament territory. 

33. Judea, Samar;a and Galilee were first occupied by the 
gospel (Acts 1-12). A great church was gathered in Jerusalem. 
The door of faith was also opened to the Gentiles at Caesarea 
(Acts 10). 

34. Syria was the Next Region to be entered by the gospel. 
There was a church at Damascus (Acts 9:19-25). A large 
church was established in Antioch (Acts 11:20-26; 13:1-3). 

35. Arabia was the home of Paul for three years after his 
conversion (Galatians 1:17, 18). He was not idle during those 
years. 

36. Other Regions of Asia are mentioned in Acts 2:5-11. On 
the day of Pentecost ''devout men from every nation under 
heaven were dwelling in Jerusalem." They had come to the 
Passover from Parthia, Media, Elam- and Mesopotamia. 

37. Asia Minor also had representatives in Jerusalem on 
that great day from Cappaclocia, Pontus, Phrygia and Pam- 
phylia. Paul's missionary activity had its initial stages in 
Asia Minor in Cilicia, Tarsus of that region being his birth- 
place (Gal. 1:21; Acts 9:30; 15:41). Paul also evangelized 
Galatia (Acts 16:6; 18:23), and Pamphylia (Acts 13:13, 14; 
14:25), and Pisidia, where a church was founded at Antioch 
(Acts 13: -52). Paul also spent a long time in Ephesiis (Acts 
19:1-21). 

38. Europe was Soon Added to the New Testament world 
by the missionary activity of Paul, first in Macedonia, where he 
established churches in Philippi, Thessalonica and Berea (Acts 
16: 21-17:13). Achaia was also entered and a church estab- 
lished in Corinth (Acts 18:1-28). Before Paul's death the 
/country of Italy was added to the New Testament world, a 
church being established in Rome. Spain was a territory which 
Paul desired to occupy (Rom. 15:28). 

39. Africa was Added to the New Testament world by the 
conversion of the Eunuch (Acts 8:26-40), a dweller in Ethi- 
opia. On the day of Pentecost Jews from "LyMa about Cyrene" 
were in the audience of Peter. 

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THE TEACHER-TRAINING HANDBOOK, 

40. The Islands of the Sea became part of the New Testa- 
ment world. Cypr^us was visited by Saul and Barnabas, who 
preached at Salamis (Acts 13:4-12). On his journey to Jerusa- 
lem from a missionary tour Paul touched at Chios, Cos, Samos 
and Rhodes (Acts 20:15; 21:1). On his return to Rome as a 
prisoner, Paul touched at Crete, where they waited for fair 
w^eather only to be shipwrecked later on the island of Melita 
(Acts 27:1-44). Another landing was made at the city of Syra- 
cuse, on the island of Sicily, (Acts 28:12), from whence they 
sailed to Italy. 

Review Questions. 
Wliat was Jesus' program for his church? (32.) 
What regions were first occupied by the gospel? (33.) 
What region was entered next? (34.) 

Where did Paul spend three years after his conversion? (35.) 
What regions of eastern Asia were represented in Peter's 
Pentecost audience? (36.) 

What regions of Asia Minor are mentioned in New Testa- 
ment history? (37.) 

Into what regions of Europe did the gospel spread? (38.) 
Into what portions of Africa was the gospel carried? (39.) 
What islands of the Great Sea were visited by Paul? (40.) 

Blackboard Outline. 
The New Testament World. 
Asia. 

Judea, Samaria, Arabia, Parthia, Media, Elam, Meso- 
potamia. 

Asia Minor. 

Cappadocia, Pontus, Phrygia, Pamphylia, Cilicia, Gala- 
tia, Pisidia. 
Europe. 

Macedonia, Achaia, Italy, Spain. 

Africa. 

Ethiopia, Gyrene. 
Islands of the Sea. 

Cyprus, Salamis, Chios, Cos, Samos, Rhodes, Crete, 
Melita, Sicily. 

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The teacher-traixixg handbook. 



PART VIII.— BIBLE INSTITUTIONS. 



Lesson 52. — The Tabernacle. 



1. The First Concern of the children of Israel after Jehovah 
made a covenant with them at Mt. Sinai, was the erection of a 
Tabernacle in which Jehovah was to dwell in their midst. 
While the Tabernacle was building we read of ''the Tent of 
Meeting," or "the Tent" (Ex. 33:7-11). To this Tent "every 
one that sought Jehovah w^ent out," and within it Moses heard 
the voice of Jehovah, who spoke to him "face to face.". (Ex. 
33:7, 9, 11). 

2. The First Object to attract the attention of one approach- 
ing the Tabernacle was the CJoi'cL which was upon it day and 
night while the camp of Israel rested (Ex. 40:34-38). When 
Israel journeyed the Cloud led the way (Num. 9:15-23). 

3. The Court of the Tabernacle was one hundred cubits 
long east and west, and fifty cubits wide, and was enclosed 
by a linen curtain five cubits high. The curtain was supported 
by silver hooks from sixty pillars filleted with silver, set in 
sockets of brass (Ex. 38:9-19). The ordinary 'cubit is equal 
to 20.24 inches. The portal of the Court w^as twenty cubits wnde 
and was closed with a "screen of blue, and purple, and scarlet, 
and fine twined linen, the work of the embroiderer." 

4. The Altar was the first object met by those entering 
the Court. It was five cubits square and three cubits high. A 
ledge of net brass about it made a platform upon w^hich the 
priest stood. Staves were provided for carrying it. The altar 
was hollow, being filled with earth w^hen the Tabernacle was 
pitched. It was called the brazen altar, being covered with 
brass (Ex. 27:1-8; 38:1-7). Read Num. 16:37-40, where it is 
ordered that the brazen censers of those concerned in the re- 
bellion of Korah should be beaten into plates to cover the 
altar of burnt offering. The fire on this altar was kept burning 
continually (Lev. 6:13). 

5. The Laver was placed between the altar and the door 
of the Tabernacle. The women gave their brass mirrors for 

173 



THE TEACHER-TRAINING HANDBOOK. 

the construction of the laver (Ex. 38:8). At the laver the priests 
washed their hands and feet before entering the Tabernacle 
(Ex. 30:17-21). 

6. The Tabernacle was a Large Tent, thirty cubits long, 
and ten cubits wide, and ten cubits high, with sides and one 
end of boards. The boards were overlaid with gold and were 
set in sockets of silver, and held together by transverse bars 
overlaid with gold (Ex. 26:15-30). There were two rooms in 
the Tabernacle: the first was called the Holy Place, and was 
twenty by ten cubits; the second was called the Most Holy 
Place, and was ten cubits in its three dimensions (Ex. 26:33). 
The covering of the Tabernacle was composed of three cur- 
tains', the inner curtain was of linen embroidered with "blue 
and purple and scarlet with cherubim." and probably made the 
ceiling and three inner walls of the Most Holy Place, and the 
ceiling and the two walls of the Holy Palace. Over this inner 
curtain was a covering of goats' hair. A third covering of 
red-dyed rams' skins and porpoise skins or sealskins would pro- 
tect the inner curtains from the weather (Ex. 26:1-4; 36:8-19). 
The two rooms were separated by the YeiZ, of the same ma- 
terial and ornamentation as the inner curtain (Ex. 26:31-35). 
The entrance to the first appartment from without was closed 
by a screen of the same material as the Veil, but without the 
cherubim (Ex. •26:36.37). 

7. The Furniture of the Tabernacle was simple. In the 
Holy Place on the north side was the Table of Showhread. It 
was two cubits long, one broad, and one and a half high. On 
this table were twelve loaves of unleavened bread, which were 
renewed every Sabbath. The old loaves were eaten by the 
priests in the Holy Place (Ex. 25:23-30; Lev. 24:5-9; 1 Sam. 21: 
1-6; Matt. 12:1-4). On the south side of the Holy Place was the 
Candlestick of pure gold bearing seven lamps (Ex. 25:31-40; 
37:17-24). The Altar of Incense stood just before the inner 
veil. It was overlaid v/ith gold, and was one cubit square and 
two cubits high. Incense was burned upon it morning and 
evening in fire brought from the great altar without. (Ex. 30: 
1-10; 37:25-29; Luke 1:8-10). Into the Holy Place the priests 
entered daily (Heb. 9:7). 

8. In the Most Holy Place was the Ark of the Covenant^ 
a chest a cubit and a half wide, a cubit and a half high, and 

174 



THE TEACHER TRAINIXG HANDBOOK, 

two cubits and a half long, overlaid with gold. The covering 
with its golden crown was called the ''mercy seat.*' Over the 
mercy seat were two cherubim with extended wings touching 
tip to tip (Ex. 25:10-22; 37:1-9). Within the Ark was Aaron's 
rod that budded, a pot of manna, and the tables of the cov- 
enant (Heb. 9:4; Ex. 16:31-34). Into the Most Holy Place the 
High Priest might enter alone, only on the Day of Atonement 
(Heb. 9:7, 8). 

9. The Tabernacle Occupied the Center of the encampment 
whether they rested or whether they journeyed. On the east 
of the court of the Tabernacle were encamped three tribes, on 
the south were three tribes, on the west, three tribes, and three 
tribes on the north. On the march the Ark was borne on the 
shoulders of the Levites after the second division of the army 
(Numbers 4:1-16; 10:11-28). 

Review Questions. 
Describe the Cloud and explain its movements. (2.) 
Describe the Court of the Tabernacle. (3.) 
Name and describe the articles of furniture in the court. (4, 5.) 
Give the dimensions of the Tabernacle. (6) 
Describe the rooms of the Tabernacle and tell what furniture 
was in each. (6.) 

Draw a diagram of the Tabernacle and its court. 

Blackboard Outline. 

When and why did the Synagogue come into use? (45.) 
Lesson 57. — Baptism. 
The Tabernacle. 
The Cloud. The Court. 

1. The Altar of Burnt Offering. 

2. The Laver. 

3. The Tabernacle. 
The Tabernacle. 

1. Curtains and dimensions. 

2. The Holy Place. 

(a) The Table of Showbread, (b) The Candlestick, 
(c) The Altar of Incense. 

3. The Holy of Holies. The Ark of the Covenant, 

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THE TEACHER-TRAINING HANDBOOK, 
Lesson 53. — The Priesthood. 



10. In the Beginning there was no need of a priest, because 
there was no sin. Adam and Eve enjoyed unrestrained and 
intimate fellowship with God. After the entrance of sin, sac- 
rifice followed, but each man offered for himself, or for his own 
family, at his own altar. Note the cases of Cain and Abel (Gen. 
4:1-5), Noah (Gen. 8:20), Abraham (Gen. 12:8), Job (1:5). 

In the time of Abraham, however, Melchizedek, who was 
"priest of God Most High" and king of Salem as well, blessed 
Abraham and received tithes of him (Gen. 14:18-20). The im- 
portance of the priesthood of Melchizedek appears in the fact 
that when the Aaronic priesthood passed away with the ordi- 
nances of the Old Covenant, Jesus restored the order of the 
priesthood of Melchizedek in his present heavenly ministry 
(Heb. 6:20-7:17). 

It should be noted also, that Jethro, the father-in-law of 
Moses, was *'the priest of Midian" (Exodus 18:1-12). 

11. The Aaronic Priesthood Appears in the next period of 
Old Testament history, the period of the Chosen People. The 
first-born of Israel were saved from the death which over- 
whelmed the first-born of Egypt. In commemoration of this 
deliverance Jehovah required all the first 'born of Israel to be 
Set apart for himself (Ex. 13:1,2, 11-16). After the people 
had reached Mt. Sinai Jehovah accepted the trihe of Levi in 
place of the first born of all tribes (Num. 3:5-13), to be his 
own for the service of the sanctuary. After the rebellion of 
Korah this choice was renewed with the next generation (Num. 
18:1-7). .The Levites were given forty-eight cities to dwell 
in (Num. 35:1-8) and were to be supported by the liberality 
of the other tribes, because of their devotion to the service 
of the sanctuary (Num. 18:21-24). 

The priest was, therefore, of the tribe of Levi. But not all 
the Levites were priests. This honor was reserved for Aaron 
and his family. Probably this honor was bestowed upon Aaron 
because of his association with Moses in the great work of 
redeeming Israel from Egypt. 

12. The Consecration of the Priests is described in Levit- 
icus 8 and-9. They were ''icashed icith icater' (8:6) and clothed 
(8:7-9) with the priestly garments. They were anointed with 

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THE TEACHER-TRAIVI-NO HANDBOOK, 

oil (8:10-13), and consecrated icith hloocl (8:22-24), and sprin- 
kled icith hlood ayid oil (8:30). They remained in the court 
of the Tabernacle seven days ''until the days of their conse- 
cration v/ere fulfilled" (8:31-36). The washing with water, 
the sprinkling with blood, the anointing with oil, and the cloth- 
ing with garments, are used in the New Testament to help us 
understand our introduction into our spiritual priesthood. We 
have ''Our hearts sprinkled from an evil conscience: and our 
body washed with pure water'' (Heb. 10:22). We have also ''an 
ano nting from the Holy One" (1 John 2:'20), which is the gift 
of the Holy Spirit (Acts 2:38). We are robed in righteousness 
as a garm.ent (Rev. 19:8). 

13. The Dress of the Priests is described in Exodus 28:1-43. 
The dress of the common priest was four articles of linen; 
head tire, coat, girdle, and breeches (28:40-42). These were 
called the "holy garments" (Lev. 16:4) to distinguish them 
from the dress of the High Priest, which was called ''garments 
for glory and for beauty" (Exodus 28:2). These are the robes 
for the High Priest; a "breastplate, and an ephod, and a robe, 
and a coat of checker work, a mitre, and girdle" (Ex. 28:4). 
The ephod is described in Ex. 28:6-14. The breastplate is de- 
scribed in Ex. 28:15-30. In the breastplate were put the Urim 
and the Thummim. The rohe is described in Ex. 28:31-35. The 
head dress is described in Ex. 28:36-38 and the coat in verse 39. 

14. The Support of the Priesthood came from the liberality 
of the people. Certain portions of the offerings were designa- 
ted as the portion of the priests. Read Num. 18: 8-32. Read 
also Deut. 18:1-5. First fruits, tithes and heave offerings were 
the portions of the priests. The supply would depend upon the 
devotion of the people to the worship of Jehovah. 

15. The Duties of the Priests in the service of the sanctuary 
consisted in receiving the offerings and assisting the worship- 
ers in presenting them. The highest function of the priestly 
calling was performed by the High Priest on the Day of Atone- 
ment (Lev. 16:1-34). The High Priest was a type of Christ 
as the great High Priest. Read Heb. 4:14-5:10; 7:11-18-6; 
9:11-10:31. 

Review Questions. 
Who was a priest in the time of Abraham? (10.) 
Who was a priest in the time of Moses? (10.) 
(12) 177 



THE TEACHER-TRAINING HANDBOOK. 

Why was the tribe of Levi chosen to minister before Jeho- 
vah? (11.) 

What family of this tribe was chosen as the priestly fam- 
ily? (11.) 

Name the ceremonies of the consecration of the priests. (12.) 

Of whom was the common priests a type? (12.) 

In what facts and ceremonies of the gospel are we conse- 
crated to our priesthood? (12.) 

Describe the dress of the priests. (13.) 

How were the priests 'supported? (14.) 

What were the duties of the priests? (15.) 

Of whom was Aaron a type? (15.) 

Blackboard Outline. 
Patriarchal Dispensation. 

Every man his ow^n pr'est, Melchizdek, Jethro. 
Mosaic Dispensation. 

Tribe of Levi chosen. 
The Priest. 

A Levite, of the family of Aaron. 
His Consecration. 

(a) Washed, (b) Clothed, (c) Anointed, (d) Consecrat- 
with blood, (e) Sprinkled with blood and oil. 
His Dress. 

Common Priests, linen garments; High Priests, gar^ 
ments for glory and beauty. 
His Support. 

First fruits, tithes, heave offerings. 
His Work. 

Ministering, Atoning. 
Types. 

Aaron a type of Christ; common priest a type of a. 
Christian. 



Lesson 54. — The Offerings. 

16. Tne Law and the Ritual of the offerings are found in 
Leviticus 1-7. The following offerings are named: Burnt of- 
fering, Meal offering, Peace offering, Siti offering, and Tres- 
pass offering. 

178 



THE TEACHER-TRAINING HANDBOOK. 

17. The Burnt Offering is described in Leviticus 1:1-17. The 
.victim for this offering was a bullock, a sheep or a goat, or a 

pair of turtle doves or pigeons. 

18. The Meal Offering is described in Levit'cus 2:1-16. In 
the common version this is called the meat offering. This is 
misleading, for this offering required neither flesh nor blood. 
The offerer must present fine flour with oil and frankincense 
and salt. Or he might offer unleavened bread baked in the oven 
or on a flat plate, or fried in a pan. Or he might bring grain, 
either parched or "bruised of the fresh ear.'' 

19. The Peace Offering was presented upon an occasion 
for thanksgiving (Levit. 7:12), or in connection with a vow 
(Levit. 7:16). A bullock, a lamb, or a goat might be offered. 
This offering is described in Levit. 3:1-17. 

20. The Sin Offering is described in Leviticus 4:1-35. The 
required victim was a bullock, a goat, or a lamb, according 
to the station of the worshiper. 

21. The Trespass Offering was closely related to the sin 
offering and related chiefly to offenses against persons, either 
Jehovah or man, and concerning property. In the latter case 
restitution must be made. This offering is described in Levit. 
5:1-6:7. The offerings required were rams, lambs, goats, turtle 
doves or pigeons, or in case of extreme poverty, a small meas- 
ure of fine flour without oil or frankincense. 

22. The Offerings are Disfngulshed from one another by 
the disposition of the flesh and the blood of the victim. 

23. The Burnt Offering required that the ivTiole body of the 
animal be burned upon the great altar in the court (Lev. 6: 
8-13). The fire on the altar was not allowed to die out (Lev. 
6:9). The 'blood of the burnt offering was sprinkled about and 
upon the great altar, except in the case of birds, when it was 
drained out by the altar (Lev. 1:5, 15). 

24. Tne Meal Offering required that part of the material 
be burned. The remainder became the portion of the priest. 
He, however, must burn a part of his portion upon the altar 
(Lev. 6:14-18, 19-23). 

25. The Peace Offering provided for the eating of the /Zes/i 
of the offe^ring by those presenting it after the fat parts had 
been burned upon the altar (Lev. 3:3, 4). A portion must be 

179 



THE TEACHER-TRAINING HANDBOOK. 

given to the priest also (Lev. 7:28-36). The remainder must 
be eaten the same day, if the occasion of the offering was 
thanksgiving. If a vov^ called for the peace offering, part 
might be eaten on the follov^ang day (Lev. 7:15-18). What then 
remained must be burned with fire. The hlood of the peace 
offering was disposed of in the same manner as the blood of 
the burnt offering. 

26. The Sin Offering required that the fat portions of the 
victim be turned upon the altar. The remainder belonged to the 
prie-st and was eaten in the court. In case the blood of the 
sin offering was tai?:en into the sanctuary, the whole of the 
body was burned in a clean place without the camp. Read 
Lev. 6:24-30; 4:11, 12, 21. The mood of the sin offering, 
in the case of the offering of a priest or for the whole congre- 
gation, was spriniiled seven times before the veil in the Holy 
Place, and put upon the horns of the altar of incense. The re- 
mainder was poured out at the base of the altar of burnt 
offering. In case the sin offering was made for a ruler or for 
one 'Of the people, the blood was put upon the horns of the 
altar of burnt offering and poured out at its base (Lev. 4:5-7, 
16-18, 25, 30). 

27. Tile Trespass Offering disposed of the body of the 
victim as in the case of the sin offering. The blood of birds 
of the trespass offering was sprini?:led upon the sides of the 
altar in the court and poured out at its base (Lev. 5:9, 7:2). 

28. Tile Ceremony of Offering requ'red (1) the presentation 
of the victim by the offerer (2) the imposition of the hands 
of the offerer upon the head of the victim, (3) the slaying of 
the vict-m by the offerer himself, (4) the disposal of the blood 
by the priest, (5) the disposal of the body by the priest, a 
portion of it be'ng burnt upon the altar in the court (Lev. 
1:3-9). 

29. In the New Testament under the new covenant Jesus 
became the sin-offering for the whole world. Christians are 
exhorted by Paul in Rom. 12:1, to present their bodies as 
whole offerings, completely devoted, as was the burnt offering. 

Review Questions. 
Name the different offerings. (16.) 
What might be offered for a burnt offering? (17.) 
What might be offered in the other offerings? (18, 19, .20, 
21.) 

180 



THE TEACHER-TRAINING HANDBOOK, 

How do we distinguish the offerings? (22.) 

How was the body of the victim and the material of the 
offering disposed of in the case of each kind of offering? (23, 
24, 25, 26, 27.) 

How was the blood of the sacrifice disposed of? (23, 25, 26, 
27.) 

When was the body of the sin offering burned without the 
camp? (26.) 

Describe the ceremony of offering? (28.) 

Who became the sin offering for the whole world? (29.) 
Blackboard Outline. 

1. Burnt Offering. 

(a) Bullock, sheep, goat, turtle doves, pigeons, (b) 
Whole body burned, (c) Blood put upon altar of 
burnt offering in the court. 

2. Meal Offering. 

(a) Fine flour, unleavened bread, parched or fresh 
grain, with oil, frankincense and salt, (b) Por- 
tion burned, remainder eaten by priests. 

3. Peace Offering. 

(a) Bullock, lamb. goat. Offered for thanksgiving 
or a vow\ (b) Portion burned, part given to 
priest, remainder eaten by offerer, (c) Blood dis- 
posed of as in case of burnt offering. 

4. Sin Offering. 

(a) Bullock, goat, lamb, (b) Portion burned on altar 
in the court, or in particular cases the whole 
body burned "without the camp." (c) Blood taken 
into Holy Place or disposed of in the court. 

5. Trespass Offering. 

(a) Ram, lamo, goat, turtle doves or pigeons, (b) 
Body disposed of as in case of sin offering, (c) 
Blood disposed of as in case of the burnt offering 
of birds. 



Lesson 55. — The Feasts. 



30. The Three Great Feasts, the Passover, the Feast of 
Weeks, and the Feast of Ingathering or Tabernacles, com- 

181 



TEE TEACHER^TRAINING HANDBOOK. 

memorated tJiree great events of the national history. The 
Passover commemorated the deliverance of the households of 
Israel from death in Egypt (Ex. 12). The Feast of Weeks 
commemorated, according to Jewish tradition, the giving of 
the law at Sinai. The Feast of Ingathering commemorated the 
wilderness sojourn. From the custom of dwelling in booths 
of boughs to recall the dwelling in tents, this feast came to 
be called the Feast of Tabernacles. All the male population 
was required to attend these three feasts annually m Jerusa- 
lem (Ex. 23:14-17; 34:23, 24; Deut. 16:16). 

31. The Passover was celebrated on the 14th day of the 
first month Abib, corresponding to our month of April. The 
features of this feast were the sprinkling of the blood of 
the lamb upon the door of the dwelling, and the eating of 
the roasted flesh dressed with bitter herbs (Ex. 12:8, 9; 13: 
3-10; Deut 16:1-8). Immediately following this feast was 
the Feast of Unleavened Bread, commemorating the unleavened 
bread prepared hastily by Israel when thrust out of Egypt 
(Ex. 12:18, 19, 39). In the New Testament Christ is called 
our Passover, and the Lord's Flupper is connected with this 
old institution. 

32. The Feast of Weeks was a day of rejoicing and feasting 
which was observed seven weeks from the beginning of har- 
vest. The features of this day were unrestrained rejoicing 
and giving of gifts (Deut. 16:9-12). 

33. The Feast of Ingathering or of Tabernacles, was cele- 
brated after the gathering of the autumn harvest. It was 
held in the seventh month, which corresponds to our October. 
The feast was a seven day festival, in which every one was 
to be "altogether joyful" (Deut. 16:13-15). 

34. Two Minor Feasts originated in the later history of 
the Jews. The Feast of Purini commemorated the overthrow 
of Haman and the miscarriage of his plot against the Jews 
in the time of Queen Esther (Esther 9:1-32). It was held in the 
twelfth month of the Jewish year, corresponding to our 
month of March. The other feast, the Feast of Dedication, 
commemorated the rededication of the temple in the time 
of the Maccabees, after its cleansing from the defilement of the 
altar by Antiochus Epiphanes, who had offered swine's flesh 
thereon. This feast is mentioned in John 10:22. 

182 



THE TEACHER-TRAINING HANDBOOK, 

35. Two Special Days of very opposite character were cele- 
brated in the seventh month. The first was a day of trumpet 
hJoicing attended by special offerings (Num. 29:1-6). This 
day was the introduction of the Sabbattic month. The other 
day was the solemn Day of Atonement. It was a day of fast- 
ing, the only day of obligatory fasting in the year (Lev. 16). 
In connection with the Day of Atonement read Heb. 9. 

36. A Number of Sabbaths were regularly observed. The 
seventh day of every week was a day of rest from labor (Ex. 
20:8-11). The seventh month of every year was marked by 
special observances (Lev. 23:23-44). In this month came the 
Feast of Trumpets, the Day of Atonement, the Feast of 
Ingathering. The seventh year was a year of rest for orchards, 
vineyards, and fields (Lev. 25:1-7). After ''seven sabbaths of 
years, seven times seven years" had passed, the great Year 
of Jubilee was observed. This fiftieth year was a day of 
liberation of debtors and of the reversion of lands and houses 
to original owners (Lev. 25:8-55). 

Review Questions. 

Name the three great feasts and tell why and how they 
were observed. (30, 31, 32, 33.) 

Name two minor feasts and tell their origin. (34.) 

Name two special days. (35.) 

What Sabbaths were regularly observed? (36.) 

Why do Christians observe the first day of the week, rather 
than the seventh? 

Is it correct to call the first day of the week the "Sabbath?" 

Are we under obligation to observe these Old Testament 
feasts? 

If not, when and- how were we freed from the obligation? 
Read Rom. 14:1-13; Col. 2:14-17; Heb. 8:1-13. 

Blackboard Outline. 

1. The Three Great Feasts. 

fa) Passover, (b) Feast of Weeks, (c) Feast of In- 
gathering. 

2. Two Minor Feasts. 

(a) Feast of Purim, (b) Fieast of Dedication. 

•3. Special Days. 

(a) Feast of Trumpets, (b) Day of Atonement. 

183 



THE TEACHER-TRAINING HANDBOOK. 

4. Sabbaths. 

(a) Seventh day, (b) Seventh month, (c) Seventh 
year, (d) Year of Jubilee. 

Lesson 56. — The Temple. 



37. The Temple was the magnificent consummation of the 
purpose first expressed in the simple Tent of meeting wherein 
Moses met Jehovah at Sinai (Ex. 33:7). The next develop- 
ment of the idea is seen in the Tabernacle, which was a 
portable dwelling place for Jehovah, suited to the migratory 
period of the history of Israel. 

Jehovah's purpose was to "choose a place to cause his 
name to dwell there" (Deut. 12:1-14) when the people were 
settled in the promised land. This central sanctuary was 
Jerusalem. David desired to build a house for Jehovah, but 
was denied his wish, because he ''had shed blood abundantly, 
and had made great wars" (1 Chron. 22:8). However, he was 
permitted to prepare for its erection (1 Chron. 22:2-5, 14-19). 

38. Solomon's Temple was a permanent structure built 
on the lines of the Tabernacle of Moses. Its dimensions (1 
Kings 6:2) were twice that of the Tabernacle, except the 
height, which was three times that of the wall of the Taber- 
nacle. 

39. The Site of the Temple was Mount Moriah (2 Chron. 
3:1), which was the traditional si1;e of the offering of Isaac. 
The top of this mount was leveled, and the sides built up on 
great arches to provide room for the structure and its 
courts. 

40. The Material of the Temple was ''stone made ready at 
the quarry; and there was neither hammer nor ax nor any 
tool of iron heard in the house while it was building" (1 
Kings 6:7). The stone walls within were covered with beams 
and planks of cedar, and overlaid with gold, as was all the 
interior furniture (1 Kings 6:14-22). 

41. The Furniture of the Temple was that of the Taber- 
nacle reproduced on a richer and larger scale, except the 
Ark of the Covenant which was the one made at Mt. Sinai. 
There were ten golden lampstands in the Holy Place and ten 
golden tables (2 Chron. 4:7, 8). Two great pillars of braSs 
stood in the porch (1 Kings 7:15). In the court was a great 

184 



. THE TEACHER-TRAINING HANDBOOK. 

altar of brass (2 Chron. 4:1), and a great sea of brass to re- 
place the laver of the Tabernacle. In addition there were. 
ten lavers of brass (2 Chron. 4:1-6). 

42. Seven Years were consumed in building the Temple, 
and it was dedicated with elaborate ceremonies in the eleventh 
year of Solomon's reign (1 Kings 6:37, 38). This temple was 
the seat of the worship of Jehovah until its destruction in 
the overthrow of Jerusalem by the Babylonians in 586 B. C. 

43. The Second Temple is known as the Temple of Zerub- 
babel. This was begun in 535 B. C. in the second year of 
the return and was finished in 516 B. C. It followed the 
plan of the Temple of Solomon, but on far less magnificent 
lines (Ezra 3:6-13; 6:13-18). 

44. The Third Temple was built by King Herod and was 
standing in the time of Christ. Herod began the work 19 
B. C. The temple was not finally finished until A. D. 64. 
This temple also followed the plan of Solomon's temple, ex- 
cept in the height of the house, which was forty cubits and 
not thirty. The Court of the Priests corresponded to the 
ancient court of the Tabernacle and contained the Altar of 
Burnt Offering and the Laver. Around this court lay the 
Court of Israel where the men assembled for worship. A 
lower court on the east of the Court of Israel was the Court 
of the Women wherein the women were permitted to as- 
semble. Enclosing these courts was a wall outside of which 
lay the Court of the Gentiles^ an enclosure about a thousand 
feet square. 

45. The Synagogue came into use after the Babylonian 
captivity. It has frequent mention in the New Testament. 
Over the Synagogue was "the Ruler" (Luke 13:10-17). Civil 
authority was lodged in a council composed of elders and 
rulers who held their sessions in the Synagogue (Matt. 5: 
22; Luke 12:11). This council could pass the sentence of 
excommunication (John 9:22). The worship consisted of the 
recitation and reading of scriptures, a sermon, and a con- 
cluding blessing (Luke 4:16-27). Paul had access to the 
Synagogues in his evangelistic tours (Acts 13:13-52). 

Review Questions. 
What were the dimensions of Solomon's Temple? (38.) 
In what city was it built and upon what mount? (39.) 

185 



THE TEACHER.tr AINING HANDBOOK, 

What was ttie material used in its construction? (40.) 
How long was it in building? (42.) 

What difference between its furniture and that of the Tab- 
ernacle? (41.) ^ 

Who built the second temple and v\-hen? (43.) 
When and by whom was the third temple begun? (44.) 
Name the d'fferent rooms and courts in the temple of 
Herod and locate them. (44.) 
When and why did the Synagogue come into use? (45.) 
What purpose did it serve in a community? (45.) 
What was the program of worship in the Synagogue? (45.) 

Blackboard Outline. 

1. The Tent. 

(a) The Tent of Meeting, (b) The Tabernacle. 

2. Solomon's Temple. 

(a) Its location and site, (b) Material, (c) Dimensions, 
(d) Furniture, (e) Seven years :'n building. 

3. Zerubbabel's Temple. 

535 B. G.— 519 B. C. 

4. Herod's Temple. 

(a) Plan, (b) Court of Priests, (c) Court of Israel, 
(d) Court of the Women, (e) Court of the Gen- 
tiles. 

5. The Synagogue. 

(a) After Babylonian Captivity, (b) The Ruler, (c) 
The Council, (d) The Worship. 



Lesson 57.— Baptism. 



46. The Old Covenant made at Sinai had many ordinances. 
The requirement was obedience to the Law (Rom. 10:5; Gal. 
3:12). This covenant of Sinai was done away in Christ (Gal. 
4:3-5; Col. 2:14; Heb. 8:6-13). 

47. The New Covenant in Christ ^s a return to faith (Gal. 
3:23-25) and its life is the life of simple faith as was Abra- 
ham's (Rom. 4:11, 12). Consequently the gospel presents no 
burden of ordinances as did the Law of Moses, but only two; 

186 



THE TEACHER-TRAINING HANDBOOK. 

haptism, which stands at the entrance to the Christian life; 
and The LorcVs Supper, which is a memorial of love to every 
disciple. 

48. Baptism Follows and presupposes faith and repentance 
(Mark 16:16; Acts 2:38; 8:12, 13; 18:8), and death to sin 
(Rom. 6:1-3). 

49. Baptism Secures and assures remission of si7is (Mark 
16:16; Acts 2:38); the gift of the Holy Spirit (Acts 2:38; 
5:32); salvation from past si7is (1 Pet. 3:21). 

50. Baptism Introduces the Penitent Believer (1) into "the 
name of the Father and of the Son and of the Holy Spirit" 
(Matt. 28:19); (2) into Christ (Rom. 6:3; Gal. 3:27); (3) into 
"newness of life" (Rom. 6:4-11); (4) into fSreedom from 
bondage to sin (Rom. 6:12, 14, 17, 18, 22); (5) into cleansing 
from the pollution of past sins (Acts 22:16; 1 Cor. 6:11; 
Eph. 5:26; Tit 3:5; Heb. 10:22). 

51. Jesus was Baptized (1) to "fulfill all righteousness'* 
(Matt. 3:15); (2) in the River Jordan (Mark 1:9). 

52. John t*he Baptist Baptized (1) in the River Jordan 
(Mark 1:5, 8); (2) in "Enon near to Salim because tnere was 
much water there" (John 3:23). 

53. Persons Baptized **went down into the water " (Acts 
8:38) and "came up out of the water" (Acts 8:39; Mark 
1:9, 10). 

54. Baptism is Likened to a burial (Rom. 6:4; Col. 2:12); 
and to a washing of the body (Acts 22:16; Eph. 5:26; Heb. 
10:22; Titus 3:5); and to the passage of the Red Sea (1 Cor. 
10:1, 2); and to Noah's Ark (1 Pet. 3:21). 

Review Questions. 

What covenant is contrasted with the covenant made at 
Sinai? (46.) 

What was the requirement of the Old Covenant? (46.) 

What is the requirement of the New Covenant? (47.) 

What are the two ordinances of the New Covenant? (47.) 

What precedes baptism? (48.) 

What follows baptism? (49.) 

Into what privileges does baptism introduce us? (50.) 

X87 



THE TEACHER-TRAINING HANDBOOK. 

Where and why was Jesus baptized? (51.) 
Where and why did John baptize? (52.) 
To what is baptism likened? (54.) 

Blackboard Outline. 
Baptism. 

Two Covenants. 

(a) Old Covenant of S.ri.ai with many burdensome 
ordinances, (b) New Covenant with but two; Bap- 
tism and Lord's Supper. 

Baptism. 

(a) Presupposes faith and repentance, and (b) death 
to sin. 

2. Secures (a) remission of sins,, and (b) gift of the 
Holy Spirit. 

3. Introduces into (a) name of Father, Son, and Holy 

Spirit, (b) into Christ, (c) newness of life; (d) 
into 'freedom from bondage to sin; (e) into cleans- 
ing. 

Jesus' Baptism. 

(a) To fulfill all righteousness, (b) in the River Jor- 
dan, 

John's Baptism. 

(a) In the River Jordan, (b) in Enon because of much 
vrater. 

Persons Baptized. 

(a) Went down into the water, and (b) came up out of 
the water. 

Baptism is Like. 

(a) A burial, (b) a washing of the body, (c) to the 
crossing of the Red Sea, (d) to Noah's Ark. 



Lesson 58. — The Church. 



55. Jesus Foretold the establishment of his church in the 
announcement to his disciples at Caesarea Philippi (Matt. 16: 
18). Its founding was to follow his death and resurrection. 

56, The First Mention of the Church of Christ is in Acts 

188 



THE TEACHER.TRAi:SING HANDBOOK, 

5:11. At some time after the resurrection of Jesus the com- 
munity referred to in this passage came into being. When and 
where did this occur? It is a very easy matter to trace the 
or.gin of this community of believers in Christ to the Day of 
Pentecost. Their distinctive characteristic was faith in Jesus 
as Lord and Christ, and he was not so presented to the people 
of Jerusalem until the Day of Pentecost. It is therefore his- 
torically correct to say that the Church of Christ was estab- 
lished on the day of Pentecost in the city of Jerusalem. 

57. The Foundation of the church is Jesus Christ, our Lord 
(1 Cor. 3:11). Faith in him is established by the fact of his 
resurrection from the dead and exaltation at the right hand of 
God (Acts 2:33-36). Read carefully for comparison and con- 
firmation the following scriptures: Matt. 16:16; 1 Cor. 2:2; 
3:1-11; 15:3,4; Ephes. 2:20. 

58. The Conditions of Entrance into the church were, and 
are, faith in Jesus as Lord and Christ, repentance toward God, 
confession with the mouth of this faith of the heart, and 'bap- 
tism into Christ. These conditions may readily be discovered 
and defined from the following passages of Scripture, which 
should be read carefully: Acts 2:38. 39; 8:12; 8:34-39; 9:18; 
10:47; 16:14, 15; 16:32. 33; 18:8; 22:16; Rom. 6:1-5, 17; 10:9-10; 
Gal. 3:26. 27; Ephes. 5:26; Col. .2:12; Tit. 3:5, 6; Heb. 10:22. 

59. Life and Conduct in the Church were, and are, directed 
and controlled by the word of God as spoken, taught and writ- 
ten by the apostles. They were qualified and authorized by 
the Holy Spirit who came to them to ''gu:de them into all truth" 
(John 16:13). At the first the church was under the personal 
instruction of the apostles (Acts 2:42). When churches had 
multiplied in all regions, the word of God as revealed to the 
apostles was sent out in the form of letters. Many of these 
letters are preserved to us in the epistles of the New Testa- 
ment. That they were addresed to Christians for guidance in 
faith and life is evident from the opening verse of most of 
them. Read Acts 15:19-31 for the earliest use of the epistle. 
Read Rom. 1:1-7; 1 Cor. 1:1; 2 Cor. 1:1; Gal. 1:1, 2; Ephes. 
1:1; Phil. 1:1; CoL 1:1, 2; 1 Thes. 1:1; James 1:1; Peter 1:1. 
These epistles were to be received as authoritative messages 
to be obeyed (2 Thes. 3:6, 14). 

60. The Name given to the church is not always the same. 

189 



THE TEACHER.TRAINING HANDBOOK, 

The most frequent word is "the church:' as in Acts 5:11, 9.31. 
In some places the name is ''church of God'' (Acts 20:28; 1 
Cor. 1:1; 2 Cor. 1:1), or ''churches of God'' (1 Cor. 11:16). 
In one instance (Rom. 16:16), we find the name "churches of 
Christ:' We read of "the churches of Galatia" (Gal. 1:2), 
and of "the church of the Thessalonians'' (1 Thes. 1:1; 2 
Thes. 1:1). The church was frequently named after the city, 
as the "church in Ephesus," the ''church in Smyrna," etc 
(Rev. 2:1, 8). 

61. Individual Christians were called "believers" (Acts 2:44; 
4:32; 5:14), "disciples'' (Acts 6:1, 2, 7; 9:1, 10, 19, 26), "breth- 
ren" (Acts 9:30; 10:23; 11:1), "saints'^ (Acts 9:41; 1 Cor. 
1:2; 2 Cor. 1:1; Eph. 1:1; Phil. 1:1; Col. 1:2), "Christians" 
(Acts 11:26; 1 Pet. 4:16). 

62. The Unity of the Church is evident and emphasized. 
For this unity our Lord prayed (John 17:20, 21). The church 
is spoken of as a "temple" (1 Cor. 3:16, 17; Eph. 2:21, 22) 
and those who destroy it through schism shall be destroyed 
(1 Cor. 3:10, 16, 17). The church is a "body" (1 Cor. 12: 
12-27; Eph. 4:16) of which Christ is the "head" (Eph. 1:22; 
Col. 1:13). The church is "his body" (Col. 1:24) and can 
not be divided (1 Cor. 1:13). 

63. Jesus Announced *his Church when his disciples re- 
ported who the people believed him to be. The popular idea 
of Jesus was that he was "John the Baptist, Elijah, or Jere- 
miah, or one of the prophets" (Matt. 16:13, 14). The ''king- 
dom of heaven" which he declared to be "at hand," (Matt. 
4:17) and which he would establish, could not be bu.lt upon 
such a faith. It could rest only upon faith in him as the Son 
of God. It was evident to Jesus at Caesarea Philippi that this 
faith could only be secured and established by his resurrec- 
tion from the dead, as it had not followed all his works of 
teaching and working, with the help of h:s disciples. Conse- 
quently Jesus announced the building of his church, to which 
he would commit the great facts of his death, burial and resur- 
rection, the crowning and convincing testimony of his Son- 
ship. Read now Matt. 16:13-20. 

64. The Mission of the Church is, consequently, to "make 
disciples of all the nations" by preaching to them the gospel 
that "Christ died for our sins according to the scriptures; 

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THE TEACHER-TRAIXIXG HANDBOOK, 

and that he was buried; and that he hath been raised on the 
third day according to the scriptures; and that he appeared 
to many witnesses (1 Cor. 15:1-8). Thus he is ''declared to 
be the Son of God with power, according to the spirit of 
holiness, by the resurrection of the dead; even Jesus Christ our 
Lord" (Rom. 1:4). The church is to be his "witnesses, both 
in Jerusalem, and in all Judea and Samaria, and unto the 
uttermost part of the earth" (Acts 1:8). 

65. The Present Duty of the Church to which this work 
of testifying the gospel to all nations is committed, is to 
''watch" and 'be ready" and work and "pray'' (Matt. 24: 
36-51; 25:1-30). 

66. The Great Hope of the Church is "the blessed appear- 
ing" of the absent Lord, who shall return to claim his kingdom. 
He shall return to claim the church as his bride and to cele- 
brate the great marriage. He "that hath this hope set on him 
purifieth himself" (John 3:3). 

Review Questions. 

When and where did Jesus announce the building of his 
church? (55.) 

When and where was the church established? (56.) 

What is the foundation of the church? (57.) 

What are the conditions of entrance? (58.) 

How and by whom was the lite of the church directed? (59.) 

What names are given to the church? (60.) 

What names are given to individual Christians? (61.) 

How is. the unity of the church illustrated? (62.) 

Why did Jesus establish the church? (63.) 

What is the mission of the church? (64.) 

What three facts comprise the gospel which the church is 
to preach? (64.) 

\\'hat is the chief duty of the church? (65.) 

What is the great hope of the church? (66.) 

Blackboard Outline. 

The Church. 
V/hen Established. 

Day of Pentecost. 
Foundation. 

Jesus, Lord and Christ. 

191 



THE TEACHER.TRAIXIXG HANDBOOK. 

Conditions of Entrance. 

(a) Faith, (b) Repentance, (c) Confession of faith, 

(d) Baptism. 

Life and Conduct. 

Defined and directed in epistles. 
The Name. 

(a) The Church, (b) Chtirch or churches of God, (c) 
Churches of Christ, (d) Church and churches of 
, and in . 

Names of Members. 

(a) Believers, (b) Disciples, (c) Brethren, (d) Saints, 

(e) Christians. 

Why Established. 

Custodian of facts of death, burial, resurrection of 
Jesus. 

Its Mission. 

To proclaim this gospel to all the nations. 
Its Present Duty. 

Work, watch, pray, be ready. 
Its Great Hope. 

His blessed appearing. 



Lesson 59. — The Lord's Supper. 



67. The Lord's Supper was instituted "in the night in which 
he was betrayed," by Jesus, after eating the last Passover 
supper with his d.sciples in the upper room at Jerusalem (Matt. 
26:17-30; Mark 14: 12-26; Luke 22:7-20; 1 Cor. 11:23-34). 
Jesus the year before had spoken to multitudes about the 
necessity of eating his flesh and drinking his blood (John 
6:50-59). At this last Passover supper he identifies him- 
self with the unleavened loaf and the cup of blessing of the 
supper. Afterwards the disciples thought of Jesus as their 
Passover (1 Cor. 5:7). 

68. The Emblems of the Lord's Supper are bread, or a 

192 



THE TEACHER.TRAINING HANDBOOK, 

"loaf and the ''cup" (Matt. 26:26, 27). The bread was the 
unleavened Passover loaf. The cup was the "cup of blessing" 
of the Paschal meal. 

69. The Meaning of the Lord's Supper is explained by 
Paul in 1 Cor. 11:23-34. Concerning both the bread and the 
cup he writes that Jesus asked that the eating and the 
drinking be "m rem-emhrance of me.'' At the Lord's table his 
disciples have a "communion of the hody of Christ" and a 
''communion of the Nood of Ch,rist." (1 Cor. 10:16). There 
is also in the Lord's Supper the remembering and the renew- 
ing of ''the new covenant in the blood of Christ (Luke 22: 
20). There is also in the institution the constant and re- 
curring reminder of his death (1 Cor. 11:26). There is also 
the reminder of his coming again (1 Cor. 11:26). 

70. The Name of the institution is ''The Table of the Lord'' 
(1 Cor. 10:21) or the ''Lord's Supper" (1 Cor. 11:20). 

71. The Frequency of the Observance is not indicated ex- 
cept in the words ''as often as you do this" (1 Cor. 11:25, 26). 
In Acts 20:7 is an indication that its weekly public observ- 
ance was connected wth the first day of the week, which 
soon came to be called ''the Lord's Day'' (Re.v. 1:10). 

72. The Manner of Observance is indicated in 1 Cor. 11: 
27-34. It was to be observed reverently under severe penal- 
ties. Many irreverent disciples in Corinth were suffering 
sickness and some had died, because of their disorderly con- 
duct at the Lord's Table. A terrifying warning against neg- 
lecting the Lord's Supper in the "assembling" for worship 
is written in Heb. 10:19-31. 

Review Questions. 

To what ancient institution is the Lord's Supper related? 
(67.) 

When and where did Jesus institute the Lord's Supper? 
(67.) 

What names has the institution? (70.) 

What is the meaning and purpose of the institution? (69.) 

How often should it be observed? (71.) 

What indications of apostolic custom can you recall? (71.) 

In what manner is it to be observed? (72.) 

What penalties were suffered by those who observed it ir- 
reverently? (72.) 

(13) 193 



THE TEACHER.TRAINING HANDBOOK. 

What is written in Hebrews concerning the proper observ- 
ance of this institution? (72.) 

Blackboard Outline. 
T*he Lord's Supper. 

The Lord's Supper. 

Relation to Jewish Passover. 
The Name. 

Lord's Table, Lord's Supper. 
The Emblems. 

The Bread and the Cup. 
The Me.a.ning. 

(a) Communion, (b) New covenant, (c) Proclaiming 
his death, (d) Remembering his coming again. 

The Frequency. 

**0n the first day of the week." 
The Manner. 

(a) Self-examination, (b) Discerning the body, (c), 
Severe penalties. 



194 



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